Earlier. So, we've already called the meeting to order. So, we will go ahead and do the Pledge of Allegiance and then we will kick off the rest of our meeting. So, if you can stand with us, we'll go ahead and do that. Director Evanson, would you like to kick us off? Alright, thank you very much. Alright. So, we have a couple proclamations this month here. Let's see. Alright Uh so, for the month of May, we have Asian American and Pacific Islander Heritage Month. So, whereas the month of May is recognized nationwide as Asian American and Pacific Islander
Heritage Month, a time to honor and celebrate the rich rich history, culture, and contributions of Asian Americans and Pacific Islanders in the United States. And whereas the AAPI Heritage Month highlights the countless ways in which Asian Americans and Pacific Islanders have shaped our society through achievements and science, technology, business, education, the art and beyond. And whereas, as a district, we are committed to creating an environment that promotes access, opportunity, and a
sense of belonging for all. We recognize the unique perspectives and strengths that our AAPI community members bring to the Grand Valley. and now, therefore, be it resolved that the Board of Education, a Mesa County Valley School District fifty1, hereby proclaims May 20 twenty-four as Asian American and Pacific Islander Heritage Month, and encourages our community participate in events and activities that celebrate the AAPI heritage and honor the many contribution of Asian Americans and Pacific Islanders throughout
history. Yep, thank you. Yeah. Director Jones, you're going to have to be our our applause guide. Uh Doctor Hill is on virtually today because his travel got delayed today. So, and then also for the month of May, which is super exciting is our Teacher Appreciation Month. So, whereas the Board of Education recognizes the vital role of our teachers that they play in shaping the minds, hearts, and futures of our students and whereas Teacher Appreciation Month offers an opportunity for us to express our
gratitude for the dedication, passion, and tireless effort of our D51 educators and whereas Every day, our teachers create engaging, inclusive learning environments that spark curiosity, build confidence, inspire students to reach their full potential. And whereas teachers are the backbone of our community playing an essential role in building a brighter future for our students and our community. We honor their lasting impact and commend their creativity, compassion, and unwavering commitment to the vision and mission of D fifty-one. Now, therefore, be it
resolved at the Board of Education and Mesa County Valley School District fifty-1 hereby proclaim the of May 2025 as Teacher Appreciation Month. And we encourage our entire community to join us in celebrating and thanking our teachers for their extraordinary contributions to our students, schools, and district. Thank you everyone. And there are some special ways that you can contribute to our teachers if you do go to the D51 Foundation website. There are some very special ways that you can appreciate our teachers from there. So, Director Jones is going to highlight our next
recognition. What's there, Rayside? And is Andrea or Andrea? Andrea. Andrea Espinoza, please join me in the front of the room. Each year, the fraternity free and accepted masons of Colorado host the Masonic Public Schools Awards Ceremony to recognize exceptional educators and students throughout the Grand Valley. This long-standing tradition honors academic achievement, leadership, and commitment to public education. Congratulations to Sarah Rayside of Rimrock Elementary and Andrea Espinoza, Abdul Emerson Academy, who were named the 2000 twenty-fourand 2025 Masonic Public
Schools Overall Teachers of the Year. Respectively, Sarah's known for her dedication to student growth, academic success, and inclusive leadership and school leadership, qualities that continue to inspire both her students and fellow educators. Andrea's passion for bilingual education, her unwavering care for students, and her work to build bridges across across cultures, have left a meaningful and lasting impact on our district. We're proud to recognize these outstanding educators for the difference they make in their classrooms, in their schools, and throughout the D 51 community. And a
special thank you to our engaged and supportive community partners at the local Masonic Lodge for helping highlight them work happening across our schools. The Boards of Education and Superintendent Doctor Hill congratulate both Sarah and Andrea on this well-deserved recognition. Thank you for going above and beyond for your students and for me as such a great example of the heart, talent, and impact of D51 educators. And miss Andrea. I'm going to move out of the way. Oh, yeah. Ward, let's go up and join them with their picture. I didn't wear the button gown. I do a T-shirt I had to go home early this
morning as you look at me. If you just came for recognitions, you're more than welcome to go ahead and leave if you'd like. We'll give you a couple of minutes. Thank you guys for coming and congratulations. Thank you. Yes, that was very exciting. We got to actually director Chavez and director Jones and I were at the Masonic Awards a few weeks ago and it was very exciting to see them receive their awards and then the district decided to put some plaques together for them as well. So, thank you very much and congratulations. Very exciting for that. So, and
appropriate for Teacher Appreciation Month. So, alright. Um so, next up, we have our legislative update with Amy Atwood. She is online and yeah, the legislature is about ready to wrap up, we think. They're surely cramming a bunch through. So, I'm sure Amy will tell us all about it. So, Amy, take it away. The legislature is almost finished. Tomorrow is the last day of of this year's legislature. If you remember
the legislature only meets for 120 days every year. And we are coming to that end tomorrow. It has been it has been a different kind of session because of the budget. this year. If you remember the joint budget committee and the legislature needed to cut $1. 3 billion dollars from the budget. We knew this going to the year and how that would impact school funding and specifically D 51 was top of mind. We
worked really really hard this year on implementation of the new school finance formula. But with that implementation there were some changes from the bill last year that put in place a new finance formula to what the roll out looks like this year. But D51 was heavily engaged in those negotiations. And I just would like to put it on the record that Representative Taggart always had the district's back when it came to
funding. And there were different scenarios where the district could have been cut. And he as a joint budget committee member would not would not go there. And so D fifty-one will come out better in the long run with the new finance formula. As well as in the end K-12 Education was not cut. Funding was increased. For the 2526 school year. There were other
bills this year of of major importance. One of which was the accountability bill. It we followed this legislation for 2 years And the building of the legislation for 2 years. There was an accountability task force that met. And we saw drafts, staff, D51 staff provided feedback throughout the process. And even once we had introduction. And this is this is
the work of a lot of people, very big task force to modernize the accountability system. So, that bill too will or has passed it passed last week. As did school finance, as did as did the state budget. With that, are there any questions or specific pieces of legislation you have questions about? I was wondering if you could give some clarification on SB twenty-five zero zero five We just pull it out. Okay. So, this is worker protection,
collective bargaining. It just passed today in the house. It's a senate bill so it just passed in the house. So, it really finalized, went through its final hurdle today. It deals with collective bargaining and the votes by which labor unions have to go through to to unionize within within an
organization or within a business. I need to confirm though that this impacts school districts and local governments because I just I just need to check that. I'm not positive that it does. Yeah, I know there were some amendments in it. So, that's why I guess I'm was looking for some clarification just because with a today, yeah. I wasn't sure how much it changed in it or how it would affect the education. The bill does
eliminate the requirement for a second election to negotiate a union security and race clause and collective barking process. So, in Colorado, Colorado, I believe is state that has two elections that have to happen. One is with the employees. Do they want to have they want to be unionized? The second election that is is the unique election He asks the employees can
the do they want their dues automatically pulled from their paychecks? And so that that is the the second election that would be removed or that is removed with the passage of this bill. There are rumors of a veto from the governor. He actually has been very open and forthright about that about a veto and we will we will see if that happens. Um the governor has 30 days
in which to veto veto the bill once it hits his desk tomorrow. Thanks, Amy. Yeah, I think when. I think when Casby looked at this, I thought there was a carve out for education Uh maybe you could just confirm. So. I will. Okay. And I will I will add this to the to our end of session report. Oh. That I that I'll provide you here in the next couple of weeks and I'll make sure to note what do you note whether the bill impacts
and what it does and if it is vetoed. It looks like Doctor Hill has his hand raised. Can y'all hear me? Yeah, go ahead. Okay. I apologize again when I'm not there. I've I've been on planes or in airports for 12 hours a day. It's been a it's been a journey and I'm stuck in Dallas. I I just wanted two things. One, I want to thank Amy and as you mentioned, Representative Taggard for for really fighting for, you know, Western Colorado and and District 51 when it came to the finance piece and
so we are appreciative of that because it it could have been worse. Um I just want to make sure too for, you know, anybody watching online or or who's in the audience and Mel can correct me if I'm wrong, or Amy can. If 1448 had gone through like it originally, it was planned, I think we would have seen about a $2 million dollar increase this school year, it's only about a $1 million dollar. So, it, but again, it could have been worse. Um, so it's still about half of what we originally thought we were going to get. And then if I'm understanding correctly, shifting from, you know, four years
next year to then 3 years, the year after. Um that because we're declining enrollment, there's a chance that we're going to end up going backwards and by my understanding, there's a stop gap in there to where we can't, we can't drop any lower than our current year's budget if that if that's correct. So, worst-case scenario, we we get about a million dollars more this next school year which doesn't even cover increased cost to things like insurance and transportation and then, worst-case scenario, we go
backwards back to what we have currently in the following Is that is that correct, Amy? Or You are correct. I I would say that the averaging from we were on five years with the new finance formula and moved to four years. They're still negotiations. It is not set in stone to move to three years. Um in the twenty-six twenty-seven budget. As well as that hold harmless or smoothing factor. It's it's been
coined a smoothing factor for those districts. Um with the involvement. And so those two things are still to be negotiated. There are commitments for smoothing factor. And there is a working group looking at that. So that will be in next year's School Finance Act as well as negotiations are ongoing for how many years. For averaging will be allowed. Okay. That's that's good. I know. I appreciate that. And I I just I think
you know folks who don't follow finances much might hear a million dollars and think that that means the district's getting a ton of money and and we're really not and then with the knowing that with our demographer saying that we're going to decline for you know the next I don't know, five to six years at least we're we're not going to be in a great place for a little while financially. Um and I just want to make sure that the general public realizes that that there's not going to be this influx of dollars coming into the to the school district and it won't be a year
like years past where we've had S or funds and other things. So, but again, I do appreciate you advocating for us And I'd like to add on to that, that, although the legislature had 1. 3 billion to cut this year, there's actually a structural problem with the budget, with how Medicaid, K-12, corrections, how the big departments, are funded. So, there's a structural deficit there,
and we are looking at big budget cuts like we've had this year at least for the next 2 years. So, holding flat this year in a declining enrollment situation Um may not feel like a win but it was a win. And we will be back in the same position next year. Or at least the next 2 years. Try just trying to hold current funding and the budget stabilization
factor. Or negative factor not being put back into place. Which is a straight up cut to education. Well and I think that it's even more important that, you know, Mel and her team have worked so hard to to build our reserves up because, you know, the, where I'm coming back from right now, I was at a, a meeting in DC with other superintendents and everyone's worried right now about the federal budget, and whether or not we're going to see the same type of dollars, for title funds is in the past, and so, when you have positions
and things tied up and titled dollars, and that money, you know, depending on what happens with it, that's when you might have to tap into something like reserves, it's kind of a softer for one-time funds. So, you know, it's a good thing that we've we've been able to do that too. Um well, those aren't things that can fund ongoing costs. It's something that can help us in case, you know, something happens at the federal level as well. So, we've got the state budget issues but we've also got keep an eye on the federal level as well. Mm hmm. And Doctor Hill, Mel is shaking her head, yes, for the things that you're saying. So, yeah. Oh, good. That
makes me feel good. You, you, everything you stated was correct. So, yes. Yes, had 14 48 passed away that we thought we would have received more money but with the with the car belts that they did, we actually ended up receiving less money. So, wasn't as good as we had hoped for it to be. So, so yes, thank you, Amy. Board, any other questions? Amy, anything else to wrap up? Yeah. I do have, I phoned a friend on the worker protection,
Senate Bill 5, it does not impact school districts. Okay. Great. Okay. Good to know. Thank you. Alright. Um well, thank you for all the advocation that you did for D51 this year, Amy. We really appreciate that. So, and being our voice at the state capital for us. So, thank you for that. Um board always, if you ever have questions for Amy, you have her Email. You can always ask her any questions on any anything that comes up through the legislative season.
So, thank you so much, Amy and we'll. Thank you. I'm sure we'll we'll hear from you for the season as we gear up. Alright, thank you. Alright, next up we have our Grand Junction High School construction and bond update. So, Micah, you ready? I am. Alright, come on down. Yeah, buddy. Clint, Eddie, who else do you guys have? Anybody else? Just the three. Just you guys, okay. Yes. The trio. Hello. Good evening, Board. Thanks for having us this evening. Just a couple of updates on putting the bow
on Grand Junction High School and where we're at with our bond work and and giving you an update there. So, Micah, why don't you take it away? Yeah. Sounds great. Well, it's good seeing you all. Uh as Clint said, I'm Micah Adams with Dynamic Program Management. Up here with Mid, Clint Garcia, and Eddie Mort. Um with district maintenance. Uh Grand Junction High School is getting very close to being wrapped up. Um you
know, since the beginning, the plan was to have construction of the building be complete or you know, fall of last year within demolition, abatements, and the fields to go into this May. Um and so that's what we're coming up on the end of. Um up there on the slide, you can see where everything's sitting at with the budgets and it actually
looks like, I think this may be last month's slide now that I'm looking at it. Yes. Do we have, I think this is the wrong slide deck Um Let's see. Amy, if I, let me see if I can send you. Who would it go to? Jacob Stewart. Jacob. Let me see if I can get that over to you real quick. And actually, do we have the district or the bond updates? Maybe if we tee
that one up, Jason, I think Jason's going to see if he can send over the current slide deck for Grand Junction High School. Do the bond first. Yeah and it looks like this says March fourth as well. Now, that I'm looking at that. Yeah, it says March. So, one, one second. Sorry for the inconvenience. Do you have music for us? I do it in the news slides. Oh, there it is. The the slides that we're trying to get to you. Super disappointed. Oh, yeah. Oh, man. I think, I think Clint could
sing us a little song Jacob Stewart. Little karaoke before we get going. That's why we're waiting in between. Alright, Jacob. One of those is coming your way. Give me one more second for the other. Did you have fun starting tonight? Special Olympics Yeah. It's fun. The the the student who sang the national anthem was super sweet. Oh my goodness. She just had so. Oh She she ended it like so I wish I had been recording it because
it was precious. Yeah. Yeah. And apparently, she does this on a pretty regular basis. Pretty brave girl. Yeah. They let the kids do, yeah, the whole show I can't remember which school she was from. Palisade. Palisade, thank you. Thank you. Yeah, she's cute. She did a good job and she she had a spectacular ending. So, I was going to say, so, we didn't get Special Olympics. You gotta be flexible because we didn't quite start on time but that's okay because
we had to let the athletes get there and get all set up. So, it's all good. PDF. Mm hmm. It's not. Yeah. That's okay. Yeah, you guys, I drove by later. It was really good. And it was nice weather today too. It wasn't too hot. So, Alright, I think we're just about there. One, one more second. Yes. Cool. So, yes, we've got it here and I, there we go. There we go. Alright. Thank you. Thanks for filling the silence, Eddie and
Clint. Thank you, Jacob for the quick work. Um Alright. So, here's some updated slides. That looks better. Yes. Um so, as you can see, completion as a percentage of the schedule. They're right at the end. Um completion as a percentage of the project budget. Uh you can see they're nearing the the end total expended is 141 million through March. We haven't received
all the April invoices. Applications as of yet. Um so, numbers are lagging here a little bit Um but things are coming along nicely looking to wrap up here shortly. Uh so as you can see here, recently completed a very beautiful football field. Beautiful. It is. Great. Yeah. Yeah. We were just out there. Was it yesterday? Um walking around it. Um taking a look at
it. Up close and in person. And it it's really nice. Along with that, there is also been, you know, paving of the parking lot for the 700 building the baseball field which I'm sure we'll see here in some of the coming slides of turf there. Uh the tennis courts, concrete was poured for those. The fencing is going in. A lot of site fencing has happened here recently And then also the 2006Ox Gym ribbon
cutting ceremony. Um sounds like there are a lot of people out there and a good event. So, excited to get that open. It's a very good turnout. Yeah, it was. Very good turnout. Yeah. In progress. Um what you see here in this slide that's over just north of the building, that field is getting turned into a grass field for football practice and the like. Uh and I think I kind of I hit on these topics already here in the in progress slide. Upcoming there in the top left corner
of the screen, you can see the 700 building. So, there will be a concession stand kind of installed in one of the old rooms in there that will have access from one of those exterior doors. You can walk in and order some food while you're at the baseball game or soccer game, tennis, tennis match. Um so, upcoming there's going to be a lot of sod, grass sod being installed here
in the coming weeks throughout the south half of the site and then a little bit in the north part of the site like you saw in the last picture. How much of this will be? Um so, what you're seeing there, that that will all be. Grass. Grass. Mm Yes. That's a lot including the other on the north end of the track. Yeah and so this this is size to fit a full-size soccer field. Okay. Um so, soccer, lacrosse, those you practice games.
Um there will be, you know, an area for bleachers there as well. I think on over on the it'd be the west side where you see the street Um quite a bit of room for bleachers over there. Not like a Stadium set up but but a a good amount of bleaches. Okay. And then over there on the left, it's just barely out of view of in this picture but the batting cages have just recently been installed as
well. Um I think maybe we'll see that here in coming video. Yeah, you can kind of see them in the background up there. Some construction metrics here on the screen and as as you're looking at those, you'll also see there that construction and progress on that parking lot for the 700 building, which will be used for quite a few different things from storage for district IT to athletic
storage, concessions, and the like. So, here comes, I should warn you guys. Well, one, Jason picked out the music and I'm very proud. Yeah. So, Push yourself on juicing, huh? Last time, we played a song that we had we had purchased but I didn't create the song. I think Facebook flagged it and maybe kicked us off of the live stream for a second. So, hopefully that doesn't happen
and if it does, be ready to to get. That's why he threw it. Well, he already pushed it on Jason. Alright. That's good stuff. Oh, like that was a pretty fitting song. Dan, are we still online? Are we still online? Okay, just checking. Good deal. Um you will notice, I forgot to clarify earlier that outfield for the baseball field is grass sod. So, the infield is turf Um it's set up where you can play both
softball and baseball on it. Yeah, that was kind of a big deal to make sure that we took care of of the softball league as well. Mm hmm. Yes. South. So. Yeah. This is what you're kind of seeing in in here. Yup. No. The the big gray concrete slabs. They're not painted yet. Yeah, I Yeah. Mm hmm. Yeah. So, the athletic surfacing is coming up here soon. They'll surface those and
paint em and so just not quite shown in in the most recent pictures. So, that was something that was really exciting that we got to do because we were going to do four courts and we were able to add six, two more for six so that we could do competitions. That's cool. We still came in under budget which is really exciting because a lot of our students either have to go to Canyon View or CMU and a lot of times there can be some scheduling conflicts and so this is
really exciting because this this not only affects like Junction but this helps all of our teams and so thank you guys for being able to get those two extra courts in because I know that makes a big difference for all of our schools. So, that was pretty exciting to be able to do that. It is exciting. We've only got a couple months left and and it's been a really good project. Yeah, I think. Really good. To see the the rest of it. Be able to walk all of those the fields and the courts and all of that. I yeah it will be really nice. I'm excited to go to some games there. It's just a
beautiful campus so. It'll be fun to just get to enjoy it and not be working on it all. The time. I must say. Doctor Hill you had a question. A long project but I look forward to the the next one it's Fruda and Yes. Central. Central. Really getting those those schools where they need to be. Absolutely. Doctor. Um yeah. I just wanted to confirm so that the field you said crossing soccer. So that's it's competition size right? It is. Yes. Exactly. Okay. So we could we
could technically I know there's not a lot of bleachers but we could technically but there won't be lights though right? So it'll it have to be a daytime competition or something on the weekends during the day. Correct. Okay, thank you. Yeah, lights I think would have been a pretty penny so. Yeah, their their expensive. Um but the nice thing is that you can always come back later on and add those in. If that's a desire. Alright. Any other questions on the high school? It. Um then we will switch over to the update on the 20
twenty-four bond projects. Um let's see if we can get that back up on the screen out here. There we go. Awesome. Thank you. So, once again, kind of keeping this first slide similar from presentation to presentation, just a reminder of the three big parts to the bond projects. There's Central High School Improvements. In additions, Fruit of Monument High School improvements in additions and then the priority improvement projects or the pips.
So, been really busy with these projects, especially the priority improvement projects The design team has done a really good job of of getting through design in a very compressed schedule and they got the 100% construction documents out here just about a month ago. Um so that the contractors could then price them and get competitive pricing
from subcontractors and you know, proposed guaranteed maximum price estimates. Um so, all that's happened here recently. Um along with the furniture design for each one of the schools happening in this first phase. Um just a recap there are eight schools here in this first phase that are getting work done on them and actually, I think nine now Orchard Avenue Um there was
some needs at Orchard Avenue to get work done really quickly. Some small group rooms and so that got added into this first summer's phase of projects. Procurement. There's been quite a bit going on there for abatement contractors were awarded work. Uh one for some work at Central High School to get ready for the project that will start here next year there. Um one for Fruita or Fruitvale Elementary School, one for Taylor,
and one for Nisley. Two moving companies, were selected Mesa Moving will be handling four schools. Uh two men and a truck will be handling two schools and then one of the the general contractor handling the projects in Palisade, asset construction management. Um they brought on a moving crew under their umbrella. Um those those projects are a little bit different out there and so they've they've got
moving under their scope of work there. Procurement, furniture, that procurement has just finished. Um Office Outfitters was awarded the furniture package for this first phase. Uh and then construction there as I mentioned earlier that guarantee maximum price or GMP estimates were recently completed. Uh permits, permit applications were submitted, submittals are in progress,
And we're just hosting pre-construction kickoff meetings here this week coordinating between the abatement contractors, a general contractors, and and their subs. So, this slide gives you kind of an overview of work happening at each school and under, you know, which general contractor each school falls under. Um can they're a little bit hard to see there on the screen. Um just with the the colors but
Taylor and and Palisade really kind of being to the the larger schools happening out there in the Palisade area. Um and those include abatement work, fire sprinkler ads, fire alarm, addition there at Palisade High School Security Best Cable Improvements and additions there at Palisade High School. Um and then Taylor Elementary gets some breakout rooms and some I believe there's some sped improvements,
some sight fencing Uh work work like that. Mason View and Thunder Mountain are very similar schools. Um very very similar floor plans and they have very similar scopes. Uh fire sprinklers, some playgrounds, playground surfacing, addition of some drinking fountains, capping of the bubble and the sinks in the classrooms. Um so a lot of the sinks in the classrooms have these bubblers
to drink out of and just not not allowed by code and sort adding drinking fountains capping the bubblers. Then the four schools that FCI has and actually now five with Orchard Avenue being in there. Being Chap Field, Fruit Vale, Nesley, Rocky Mountain, and Orchard. Um have a a good variety of work but primarily fire sprinklers, fire alarm, and breakout rooms sped improvements.
Um there's some playgrounds in there as well. Some some site improvements. But that's, that's kind of it, overall review of the the scopes there. Central High School. Um once again, a little hard to see the colors on the screen but the conceptual design and estimates were recently completed for that project and as you'll recall there in the master plan, there was the original
kind of thought was a an L-shaped classroom wing edition up here in the northeast corner of the site. Around the you know, where the tennis courts are at but as meetings were had with the students, with the staff, with the stakeholders, it it seemed as if that wouldn't really address a lot of the core needs being it's very spread out campus and very difficult to get from one side to the other as it is and
you know, expanding outwards wasn't really fixing that along with its very disconnect campus similar to Grand Junction High School was a lot of different buildings that weren't connected just not a secured and closed campus and so the going through all the design advisory group meetings, focus group meetings, the plan was set in place to do an infill here
as you can see in the the darker area on the screen. Um of a two-story classroom wing. So, there's Federer Hall is this building right here and the there's a a portion of it right here that I believe is was an addition at one point. Um both portions are are older. But the plan is to demolish that south portion of
Federer Hall and build back a two-story classroom wing here in the center, kind of the heart of the campus. Uh and then take admin which is currently over here and shift it over over here. Create a new secured entrance into the building. Um so an entry here. Two story classroom wing and then there I believe there's classes up here.
Some renovations to the wrestling area and then because this this portion right here is currently a locker room that would also be demolished and then put back over where the current admin area is. Um this way you get one kind of main secure entrance where admin is at and it's close to the classroom areas. And then you've got still
possibility for a after hours kind of events entrance over on this side with access into the gyms, the auditorium, and you can kind of section the parts of the school off. You can close down, you know, the school side events in the evening. And then you've got all of your teaching, your classes, your learning areas here centralized, closer to each other, not so spread out, all under one roof, and then the
Federer Hall would get renovated into some classrooms as well. Library, I believe would be, I think there's the library spaces right here kind of in the center on the first floor. Along with that, there'd be some improvements to the cafeteria that song defined as as of right now. You know, it's still actually this week, tomorrow, lots of, lots more meetings with the user groups to further define spaces, really, you
know, diving into the details as the schematic design progresses. We're hosting weekly OAC meetings, stand in touch with the the contractor on pricing as the plans develop. Here come about mid June or so we're supposed to receive the schematic design then it will go out for some pricing just checking to make sure we're still on track to be within budgets. Um that's expected to be
done by mid July with then the the plan would be to have a presentation to the board on August 5th at that board meeting. Um probably have the architects here and dive into the details a little bit more. Michael, what the green areas? The green areas. I am colorblind so that's not a great question for you. Just south of the of the dark portion and it's just are just you know the south. Here. Yep. So there's there over there
where the little exes are. There's a square up here above and then there's some. Yeah. Like behind all that up there. Like this and this. I I want to say that's just like grass. I think that's outside of the. Maybe grass because it's at the entries. So I'm wondering if it's an awning or. A canopy of some kind or I'm not sure if that was in the I don't know. In that conversation. Okay, it's a little, the text is a little small and hard to read at the moment. I can get back to you on that, Angela. I don't believe that that structure. Okay. Um but I
can get back to you on that. I'll be at the meeting so. Okay. I'll be fine. Okay, I just want to reiterate some things that Mike has already talked about in the in the plan that we have currently. The the adjacency of classrooms to the administration office has changed in this design and that's intentional. What we have right now currently is is classrooms that are very far away from administration. And so this creates a much safer and secure environment for getting to students quicker. Um
having better access to the classrooms. Everything again as you mentioned is is closer together rather than a hike. You know any of you that have been there you have to take a little bit of a to get to the classrooms whether it's at the end or through Federer Hall there were little feedback Alright. Thanks. Yeah and another thing too is I think this sets the district up before long term, you know, down the road expansions. Right now, with the
buildings all being scattered and spread out, it's it's really difficult to come in and and and providing addition without, I mean, it's just see but with infilling this area, if there's ever a need to come back and add on to the north side of one of these classroom wings or build back where the current two-story structure is. I I think there's that flexibility. So, this was really, sorry, go ahead, Andrea. This is, so this takes up that whole
metal open courtyard area or does that still leak? Courtyard is still open. Still leaves it there. Okay. That's yeah, there there will still be this courtyard area up. Oh, it's okay, the courtyard's to the for that. Okay. That was something that they wanted to keep so that was. Mm hmm. It's nice to have that. Mm hmm. As long as everything else is is connected so that kids can stay inside and not have to cross that area. Yeah. Um it was it just kind of for the community. It was an interesting journey to go from kind
of where we started with taking down the old building and really just shifting it. Mm hmm. To having to go kind of start from scratch because that really was not feasible to attach the building Connect everything. And so this is this this looks great. Um compared to where we started with. This is this is much. Yeah. More sensible. And and I just I just don't think anybody saw it as we were beginning the project. But once we got into it it became obvious that
what we initially intended wasn't really going to work well. It's really going to be beneficial. This is really going to be this is really going to change Central High School. Mm hmm. Significant way Yeah, it'll look great from the front. Yeah. Fresh oak, fresh entry. Yes. I think we'll really. Nice face lift. Uh huh. Really make it. Um the only, I do have a question. Um is there room in the budget and and are we remodeling bathrooms? Um so there will be no bathrooms in the
whole building. I saw that is one way to take care of that problem. Good job Micah. Micah. Uh there there will. Very innovative. There will be new bathrooms in The new portions. The new area. Locker room area. As of right now. I'd have to take a look at the extent of what's maybe included in the cafeteria remodel. But there's not anything in there at the moment to remodel bathrooms outside of these areas. Outside of the scope
of work. Outside of the scope. Yeah. Uh it is something that we're hearing a lot. It's something I would be very interested in if we can. Mm hmm. If we can if we can squeeze a little more. Mm hmm. Out of this. So, I'll be I'll be there to start squeezing next week. Okay. Sounds good. I can't wait for your voice to be there. I, yes, I'm sure you cannot. It's a hybrid. It's been coming up at a lot of meetings. So, I I mean, I've been in them and. Yeah. I think it, I think it would, be prudent too. Mm hmm. We
understand. Do some things there. There's lots of plumbing issues there. Um. Sure. Looking at the main sewer line is a part of that. Okay. Uh that runs from the west of the billing clear through the under it and the east. Um we've had issues with that. Um Federer Hall, just got a call the other day. There's literally brown water coming out of the faucets. Um. Excellent. Well, now is the time to fix those things. We understand that there's. Yeah. There's some bones that need to be fixed too. Good. Okay. Yeah. Thank you. Yeah. Somebody has if somebody is in a wheelchair, how do
they get up to the second floor? So, there will be elevators going to the second floor. Do you know where that will be at? By chance? What's that? You know where that'll be at in the. Yeah. Was to the entrance there, I think. There was going to be two areas I think one around here. Yup. And then one towards the back over here. B 2. Mm hmm. Wonderful. In for people who want to go to like you said like if they go on and go in the gym after school hours the entrance there will also have a ramp for
wheelchair, accessibility? Yeah, I think that that will have to be something that's considered. I haven't looked at that specifically but I think we'll definitely want to make sure that is eighty-eight. No, that was, that was such a big reason that we needed to make these upgrades to Central High School so. Absolutely. They're going to be. They have to be completely ADA compliant when we're doing this much of a remodel on the. Cuz if you keep it the way it is currently, they're just theirs. Mm hmm. And so, a person in a wheelchair cannot get it into that
classroom that way. So. You're correct. Yup. Yeah. Um so, there's, I mean, it should be an improvement to the current ADA situation at that school. You know, as I as I recall this north, two-story classroom building in order to get into that right now. Student has to go outside all the way around and up to the second Lord that way. Um. Can't get in the second floor. Uh you can't get in the second floor. Second floor is not accessible there. To your point, Jose, the there will be ramps within
the new section. So, those ramps will be going back and forth in order to change. There's a large elevation change from north to south. That's why we have all those stairs. Uh so, there'll be a lot of ramping installed in this renovation as well to make all those areas accessible. They do want to make sure that if a child or a parent wants to go to a a game or a wrestling match wherever. Yes, sir. It would have the accessibility to be able to go into the building. Absolutely. Yeah. We have to do that, right? I mean. Yeah, it's. It's a non-negotiable. It's the whole building. Yup. Gotta follow all the
rules at that point. It's grandfathered in. Yep. Any other questions on Central? So then oh sorry I I forgot there's a slide in here with some of the floor plans. Once again pretty hard to see. Um these are in the slide packet if you guys want to take a look later if you have any questions. Um would be happy to answer them. But you can see yeah the I believe an elevator here and I
want to say here. Yes I believe. Um you know wrestling room. Uh remodel, classrooms, remodel of Federer Hall Uh things have changed some but still the library kind of center area. Some classrooms, admin upfront, and then, yeah, you're you're not having to go outside to get to anymore the classroom buildings. Um provides more of a heart to the school, central
area. So, then, last but not least, we've got Fruita Monument High School Uh the process is going somewhat in parallel to Central High School just a little behind but conceptual design was recently completed on that as well. The conceptual estimate is in progress. Should be seeing that here this week and then we'll transition into this schematic design. Design advisory groups and user group meetings are ongoing.
And similarly, you know, we'd like to be able to have schematic design and the estimate completes to be able to present to the board here first week of August along with some community type open house for each of these projects. So, here you get a little bit of a floor plan of what Fruda Fruita's improvements would look like. Um down here in the southwest corner, there would be two
Science Labs, one biology, one chemistry added along with two science classrooms for a total of four science classrooms down here. Um science, prep and storage, some restrooms added here, hallway. Once again, Fruita is very similar where there's a bunch of outbuildings and the goal here is to connect them. Um while providing some adequate classroom space. So,
up here, there's an addition around this building to enclose it, get everything under one roof. Here in the center where science classroom is currently are, those classrooms would then be renovated and there's currently this corridor that comes down right here and then dead ends that corridor will be taken through to help provide ease of access. Um and then up here in this
area of the building, there's currently an outbuilding over here, the ag building in between that and the main building, there will be an addition with more of the VOAG Um I just forgot the word CT classrooms. They're all. Yup. Yup. Shops, business, engineering, all those type classrooms will be in there. Then, with some renovations in here to make all that classroom flow work properly.
I think Doctor Hill has his hand up. Oh, sorry about that, Brian. Oh. Doctor Hilton. Oh that's but that that's been up for 30 minutes. I apologize. Oh. How'd your sense of humor is strong tired? After 12 hours. Yeah. I just never took it down from when. Okay. I apologize. Okay. Just wanted to make sure we weren't missing you. Okay. Thanks. Okay. Any any questions on this design? No, I just want to say that. I just want to give a shout out to all the teachers and staff that
participated in getting this right because there were many changes and many auditions of kind how this would really work best and what was most impressive to me was their concern for each other. Yeah. Was really impressive. You know, no, we could get by with this. You need that more. I mean, it was really such a a great community effort for them to come
through and I mean, really put a lot of thought into what's going to best serve their students in in these and and keeping in mind that we really did need to be super responsible and make these dollars go as far as we can for everyone involved. So, it was very, it was really nice to see that in action. I would agree in the design team, I think, did a really good job listening to all of that and putting together a design that was
affordable. Yes. It very well done and you know, there's a lot of ideas upfront that wouldn't work and this turned out to be even those conceptual at this point is still a really good design there. Very exciting. And I also appreciate that. Our students will be safe. Yeah. Enclosed. Yeah. Absolutely. It'll be enclosed all. You know, if they want to get in, it's only one way to get. Absolutely. I I think I think that's wonderful. This allows
everyone under one roof and also gets rid of the two modulars that we just added and also the two modulars on the east side. Um so, those will go away as well as we're adding enough space to replace that. So, you're right. Everybody's under one roof and and safe and secure. Not to go back to Central a little bit. Um are there is there any talk about the tennis courts and the fields and the tracking field for for those guys out there? I know that there there's a lot of concern that they have to leave the premises to go to Stoker to practice
and Yeah as far as the tennis courts go I think that there's some money included in the budget to replace those at the moment not I don't believe it's six. I believe it's four and once I think that's something similar to Grand Junction High School maybe there's an area where those be added. Um as for the maybe the track and feel, I'll let Clint speak to that. So, I'm not sure what the long-term plans are there. Doctor Hill, I think you had your hand up. You
had a question. Yeah, Um well, actually, in newsroom made me think of this, Michael. So, for tennis, yeah, you're right. We'd have to we'd have to I think originally we we looked at four courts because remember those courts that are there now, that was a partnership between Mesa County and the district a while back. So, I think the original was just to replace the existing quartz because of the design. We were just going to move them. So, if we were going to add two more for to be able to have competitions, we'd have to have that conversation on whether or not there's funding there. I I would say,
I appreciate the question about the the tracks, the all-weather tracks, and the and even a turf field. Um you know, we were able to do that at junction because there already was a track there and it was resurfacing and then we had the funding there to be able to do the the field that that has been something that has been brought up by multiple schools. Um about one the issue around the fields is when you use the fields, grass fields in the fall and they get torn up and you don't have as many fields available
for spring sports and so it becomes an issue for, you know, if the if a boy's football tears it up in the fall and then some of the girls sports in the spring don't have access to the field that becomes an issue. So, we've had some conversations about is there a possibility of being able to put in at least one turf field at the other three high schools. Um so, we could eliminate that issue and then the same with the tracks, you know, the I'll just be honest. I think it's kind of crazy that our high schools have dirt tracks but I'm also from Texas where sports is everything. Uh
and so so it's it is an issue because to your point VP Jones you know track and field students or athletes are having to get on the highway and drive to Stoker and that's a safety issue. And so we're trying to find out ways to eliminate that. And then the other issue too is we had teachers express to us that that's also an ADA one because like some of our special education teachers, they want to take their students in wheelchairs outside and out to do laps on the track and they can't even get up onto the track and once they do, it's gravel.
So, I think if there's an opportunity, that is definitely something that we want to explore. We've had conversations and we back to the board and talk to y'all about it but if there's if there's opportunity to do that, I know we have all-weather tracks at the I keep, it looks like I'm cutting out. Sorry if I'm cutting out. Um all-weather tracks at all the high schools and then potentially a a turf field as well as well to take care of some of those issues. Sorry, I I look like my friends grows or a screen froze. I'm just going to quit talking. I'm
going to mute. I'm going crazy. We caught we caught most of what you said. And I've had some preliminary discussions already with some folks that we might have some opportunity to get some grand dollars for for tennis courts. So, looking into that right now. Yeah, I think, I think if we can, find the funds to do that. I think that's been a priority for everybody to because it, I mean, like Doctor Hill said, it checks a lot of boxes for, you know, girls sports, guy, you know, all of our sports, special
education, you know, lot lots of things and it it avoids kids getting on the roads and driving, you know, so, check mark safety and security. So, I think it's something we'll try to see where we can maybe save some dollars and get one each of those at our schools. So, we'll certainly see what we can do. So Cool. Great. Thanks for the update. Any other questions? Do you have any more to. Oh. Nope. I'll add something that wasn't on your
slides with the pip projects. Um well, we've gone through the pricing and and looked at all of our GMPs. We're we're sitting really good with our with our funds right now and our budget And so I I just want to note that. That some projects are a little higher but most of them are under budget. Um and so overall we're seeing ourselves in a in a positive place. Good job. That's good to hear after going through Grand Junction and holding our breath. Prices were escalating faster than we could keep up with. Yeah. It's good to hear this.
So, I mean, do you feel like that stabilized across the board a little bit? Well, there's always unknowns, right? There's always things that we can't anticipate but at at the moment, the things look really good. Just the pricing on things is really what I'm mostly talking about. I mean, we were watching escalation to to everything whether it was building materials, furniture, whatever. I mean, we were scrambling to lock in on those things because every week, they were going up and that doesn't seem to be quite as crazy
as it was there for a while so. We've still had some concerns with with the tariff discussions and some of those things and whether or not prices will increase there but Yeah. Yet to be seen. Fire sprinklers for all the schools. You know, we're able to work with the general contractors in their subcontractors who work on getting that material ordered early before those were impacted by any tariffs and similarly with furniture, we're trying to get that ordered as soon as possible. Tryna
work as much as we can to make sure we're not getting hit with those but like Clint said, yeah, there's there's definitely unknowns but we're we're sitting good right now. Okay, thanks. Yep, of course. And one last thing, we are starting to plan for the twenty-six twenty-seven. Mm hmm. Uh bond so that's also in the works. Great. Great. Gentlemen. Thank you, guys. Alright, Andy, if you'll join me and I think my ricotta friends are
probably here by now. We sure are. Oh. We made it. You made it. Awesome. I gotta say here. We do slides. Alright. So, next up, we have our bond and security system presentation. So. Yes. Alright. Alright. Thanks for having me again and I've got a few new friends. So, Andy Means, our director of safety and security. Andy, sorry, Anthony Magliaquino. Did I get that right? You guys. Well, alright. Well done. And of course, Eddie Moore and Anthony is with
Vercata and so, he'll answer all the tough questions. So, alright. So, we just want to walk you through some some of the safety and security work that's underway across the district Uh with the support of the bond, we've been able to make some real progress updating updating our systems, improving consistency, and putting tools in place that make our school safer for both students and staff. Uh this is a quick overview and highlight of where we are, what's coming next, and how we're stretching dollars to get the most impact. Alright, next. So, we're
excited to walk through some of the key steps we're taking to make our school safer and more secure. Uh again, thanks to the bond, safety, and security was clearly a top priority for our community and we're building on that em right now. We'll start by talking about how we're improving monitoring across campuses, upgrading cameras, expanding coverage to help staff respond quickly when needed. and then from there, we'll cover the new outdoor intercoms and allow us that allow us to keep our doors locked while still being able to see and talk to visitors before letting them into
the buildings. We're also adding visitor management systems to every school which means there will be a digital check-in at every building. Instant alerts and better consistency across all of our buildings. Another big part of this work is making sure that everything ties together with our partnership with law enforcement and emergency responders. So we're all on the same page. Uh we'll share the roll out plan, what that looks like, and how we're supporting schools during that transition. And while the bond is helping with this, we're also looking into grants and other
resources to help us and go even further. And finally we'll wrap this up with a reminder of why it matters. Um above creating spaces where students feel safe and staff feel safe. Alright, so keeping students safe. Um keeping students and staff safe is at the heart of everything we do. Uh when when the passing of the bond with the passing of the bond, excuse me, it was clear that safety and security were our top priorities. Not just for schools but for our entire community. We know the
world is changing and so there are challenges that we face that we're and we're taking a proactive proactive approach to school safety. From upgrading cameras and intercoms to improving how we manage visitors. We're investing tools to help protect everyone on the campus. On campuses. Uh we're also working closely with local law enforcement and community partners to make sure that we're we're ready to respond when it matters most. And most importantly we're focusing on long term and thoughtful solutions that keep our schools safe while we're
supporting a positive place to learn and to grow and with that I will turn it over to Anthony to talk a little bit more about what we're doing. Yes, thank you, Clint and and thank you everyone for having me today. My name is Anthony Molly Oquino. I am the representative ricotta that oversees K to 12 projects in the state of Colorado Um as a company, we are in as a technology solution provider about 5500 schools nationwide and I've had the opportunity to work very closely with a lot of them. So, I I feel like I can say District 51 from my
perspective is is pretty unique and I say that because what I observe with with District 51 is really over the last year and a half, multiple departments coming together, putting their heads together to think about how can we harden student safety can we keep our facilities, our students, our faculty safe. So, it it really inspiring to see Eddie and facilities Dan and and Matt and IT, some of the other departments as well really rally behind the security department to spearhead an initiative like that like this. So, here today to talk a little bit about what we've done. So, really started
again about a year and a half ago but somewhere around this time last year, we found ourselves assessing the district for needs. Uh what that entailed was we went to every school in the district. We walked up to every camera in the district which was quite a daunting task at the time. There's over 1, 000 cameras. Um but that was our opportunity to really solicit feedback from not only the security team but also the boots on the ground, the principal, security staff that are local to the various schools to really understand where they saw needs, where they saw deficiencies, and you know, of
course, a lot of this initiative is increasing camera coverage, increasing visibility, decreasing blind spots, so on and so forth, and we were able to identify some some other deficiencies as well. Certain things like difficulty standardizing different security practices district wide. You know, we started to observe certain schools that were going off into their own direction for things like visitor management, some schools that were purchasing things like doorbells to keep that front vestibule locked and secured and you know, and talking to the security staff of the district and Andy's team, that presents some real
challenges for how do we standardize policies, procedures across every school in the district and we really took the the lens of how do we take even the oldest schools and oldest facilities in the district and bring them up to the same standard as far as security is concerned as let's call it a Grand Junction High. You know, even the newest, latest, and greatest technology that the district has today. So, a lot of this, again, about leveling the playing field whether a student goes to, you know, an older facility or whether they go to one of the districts new and and beautiful and big facilities, they are up to the same security
standard across the board. Um so, a couple of things that we noticed while we were assessing the district right off the bat in with with Andy and Tammy and the security office that are often times reviewing footages. Uh couple of challenges in doing so. One of those challenges being retention. Uh so, with the traditional system, with the legacy system that was in place, the district had around 10 days of video retention, I say around because that even wasn't consistent. Uh so, that that really led to a time crunch when video was requested to how quickly
they they needed to react it and capture that video and ultimately export it onto some sort of external to save it for later. Uh so what we've done every camera in the district is now going to be 30 days of retention. So, giving them that that time that they need to be able to find key pieces of video especially if an incident isn't identified the day it happens. From there, we've taken steps to allow redundancy as well. So, not only storing the video on premise but also storing the video in the cloud and allowing for footage to be archived beyond that 30 days. So, if an incident needs to be taken to
court, let's say three, six months down the road, that video is going to be there. Time sta accurately so it holds up in court with various other analytics functionalities to respect student privacy like face blurring, etcetera. Uh you know, other than the the time crunch that they had to find the video itself, it was also an extremely manual process. So, if a piece of video was identified or requested, the feedback for us was that could take hours, sometimes even a full work day just going through and sifting through footage trying to find that exact incident, that moment in time.
So, really trying to put technology in place that that gets that from hours down to potentially minutes and even seconds and I'll talk a little bit more about the ways that we do that. Um You know, other things like advanced analytics, what we noticed with the district was there really weren't any any analytics at all when it came to finding footage. Uh that led to some challenges both with historic footage going back and being able to find a person, a vehicle, etcetera, etcetera and then, in the moment, accessibility to these systems. If there is a real-time emergency, something that the security staff are
responding to, having technology in place that they can leverage in the moment to hopefully reduce response times quite significantly. So, things like motion analytics, things like vehicle analytics, person analytics, etcetera, etcetera and ultimately, you know, our priorities are to create a platform that the the district can train staff on over time of of a platform that they can build policies, procedures, etcetera on that's going to stay up to date with the Times. You know, technology is consistently changing. This migration is is much of a migration from on premise to the cloud and that allows us to put the district in a
position where even five, seven years from now, we'll be able to push proactive software updates out to this system to ensure that the the district security infrastructure stays up to date with the latest and greatest standards. So, Clint, you can probably. Well, before we jump to the next seg, Andy, can you speak a little bit to the time that saved by being able to access video? I actually can. We had an intimate Central High School around three fifty-seven. Have we got that on our old system? Because Central just got
new cameras placed today. It took one of our officers three or four minutes to actually find that piece that we needed where as Barb realizes had that been in the antiquated archaic system that we have. It could have taken a full day or two if not longer to find some of that footage. So, we got it within minutes to give to officers in the school where it would have taken hours to days. Alright? And I think the next one's
you, Anthony? So, on this next slide just closing up my piece here, a couple of examples of some of the analytic functionalities that we're in the process of putting in place for the district. To my left here, vehicle analytics. So, let's say there's a hit and run in a in a parking lot or you're looking for some sort of suspect vehicle, getaway vehicle, etcetera. You know, historically, that involves sifting through again hours of footage to try to find that moment in time with Vercata. Uh we have a lot of different analytics functionalities, you know, leveraging some of the the latest and greatest in artificial
intelligence to be able to narrow down to those moments in time of things like being able to put in. I'm looking for a truck and that truck is red and immediately finds the the clips of video that depicts that image that you're looking for and then to your right, I think this is really powerful as we continue to deploy infrastructure, cameras, environmental sensors, access control, door intercoms, etcetera. We actually tie them all together onto interactive floor plans of the facilities themselves. So, this is really powerful for again, training security staff over time if they're not intimately familiar with the
facilities. They don't necessarily need to be right off the bat with the Vercata system. They can orient themselves to where a camera is on a map of a facility and know immediately where to dispatch. This also plays into working with some of the independent agencies or third party agencies that the district works with as well. Uh these interactive floor plans, they're shareable and for us, that's can we put the power into a principal's hands, an SRO's hands, any boots on the ground, security staff that's on site at the facility that in a situation where first responders
are arriving, not necessarily familiar with the layout. We never want to see them standing outside a facility unsure if they can safely enter. So, with this technology, this allows a principle to via text or via Email, share out this interactive floor plan so they can immediately orient themselves, know where the suspect or perpetrator or incident is taking place in a building and know exactly where they can safely enter and hopefully reduce response times quite significantly. So, just a couple of examples of of what we're implementing and again really
excited about the partnership with the district. I think we're going to do a lot of good. Anthony, why don't you talk a little bit about the door intercoms? Yeah, happy too. Happy to. So, like I had mentioned along the way of assessing the district, one of the things that we noticed was we started going to various schools and right off the bat we saw and and I'll call them Amazon doorbells. Just doorbells that were bought online. You know, it became obvious that you a couple years ago was single points of entry in K12
environments. Now, it's no points of entry at all, right? Even that main vestibule, you want it in lock state during the day. So, a lot of the schools had taken upon themselves the initiative to try to implement these systems and and this just again comes back to to standards across the district. We've got different brands of doorbells. None of that is necessarily over overseen. Lack of oversight by the security department itself. So what we'll be implementing a district wide at all of the schools is video intercom. And what these devices look like, they're devices that will be in the front vestibule. The front door will
be locked. Uh a patron or visitor would have to walk up and that doorbell button. Have a two-way conversation with the front desk staff that can visually see them on both security cameras and the intercom unit itself and then, of course, if it's appropriate to admit them to the facility without having to get up, they can press a button. They can pop that door open for them to to then, you know, walk in and and go through a process that we'll talk about a little bit later in the presentation which is the visitor check-in experience. So when when students arrive in the morning or at the end of the day, those
doors, those front doors will, as usual, we will be open and students will be be able to come and go but during the day, if Andy shows up to pick up his son or daughter for a doctor's appointment, he'll have to hit that button to check in to make sure that he's supposed to be there. Alright, you can. So, the visitor management system, we have a couple of buildings that already have some kind of a visitor management system set up in them and so, parents come in They check in at the visitor management system. They get an ID. Uh
some are just a sign-in sheet. Somebody comes in and they sign in on a sheet and that's kept as a record. This is going to provide consistency across the district. This new visitor management system will tie into the rest of the security system. It'll also be something that can be accessed from from Andy's office as well. We'll be able to know who's in the buildings at all times. Um there'll be real time notifications of somebody is supposed to be in the building and we have record of that. Um again, digital check-ins and
badging. Folks will still be able to get badges in the when they come in. Um access control is improved. Again, with the with the intercom and the badging. Uh we know who's going to be in those buildings at all time. And again, that seamless integration with everything else that Percata provides with the camera system. Alright. Good. And I'll turn it over to Andy. Here's one of the pieces I'm really excited about. Um I think some of you have got to visit the real-time crime centers at the sheriff's office. Is that
correct? So, that's something that I'm implementing within my own department, creating that in in our office. So, to mimic kind of what the sheriff's office and what Grand Junction Police Department has and what this system allows is us to integrate directly with them. So, not only will GJPD get it, the sheriff's office will that fruit of PD will get it. Palisadeal PD will get it. So, this allows them to see and view live. We can send a text if we have
an incident. I can send it to an officer and they can get a live view on their phone within seconds. Um so, this piece I'm really excited about and I've got that set up currently with or law enforcement partners. Alright. So, timeline, we've already talked about some of the cameras that have already gone in. And thank you, Vanna. Alright. So, installation of exterior cameras is already started right now. I think the last time I looked, we're almost at about 400 cameras
that have been installed on the exteriors of our buildings. Um and then that will happen through the end of this month. Then, the installation of interior cameras will begin this month as well, probably at the end of this month and move into the to August and then install of new intercoms that will happen simultaneously with that as well and then the completion of the project in August before school starts again. We'll have everything up and running and ready to go. And then training for staff will start after that and then ongoing training
will continue as well for for staff. Alright. So, here's something I thought was important to talk about too. We had an overall budget for security cameras in the bond for just a little over $9 million dollars and what I can tell you is that when we decided to move with ricotta we we did the right thing. We saved ourselves quite a bit of money and got probably four times the the cameras and access control and
visitor management, intercoms, and so that cost was about $4. 2 million dollars. We have auto software updates that happen continuously and we have a system that's warrantied and will take care of us for the next 10 years. We won't have to do anything with the system rather than just use it. So we're pretty excited about that. I know Andy is. So, that total project savings is nearly $5 million dollars and we want to be able to to redirect that
towards other safety and security enhancements across the district and we'll we'll talk about that as we move forward, right? Um right now, both myself actually Eddie, myself, and Andy are going to be doing, I believe, on the the fourteen of this month we'll be doing best grant application interview. So, hopefully we'll be able to secure some more funding for for some more security projects as well. It'd be great. Yeah. Absolutely.
With how well you guys did with the camera budget That's amazing. So, we're pretty excited. I know everybody is in the office. We're looking forward to getting this. It never goes that way. It's usually well we had this much and it we're, it's going to cost a little more. Yeah, it's going to cost. We're going to get it. So, that's, that, this is a very nice change of problem to have. It's good. Alright. So, any questions? Oh, well, sorry, one more slide. So, a commitment to safer
schools, alright? Creating a secure environment, that's what we're here to do. Uh I think we've accomplished that with this system. Uh we're going to we're pretty excited. Uh it's consistency across all the schools. No more guessing on who has what system. who's using what, who's doing, what everybody has the same thing and we're all working in the same direction and then of course, we're supporting daily learning when people feel safe, they feel better, they're able to do their jobs, and they're staying focused and really that's what matters and if we're accomplishing that through
this project and we've succeeded. Fantastic. Alright, now questions if you have any. Well, Juan, I was really glad to hear that it's going to be connected to PD and Sheriff because that was one of my questions if they're going to have, if they're going to be able to take a look at the cameras and everything. Yup. Uh of live access in their offices. I think that is wonderful. Amazing. Um when you talked about it going for 30 days in the cloud, court probably won't go til 6 months. So, you need it longer than 30 days because just because court takes
forever. Yes, that's correct. So, these cameras, they're recording twenty-four hours a day. They're not just recording when they see motion. That's up to 30 days. Of course, over time, we're going to identify certain incidents. We're going to want to save for longer than that, potentially for like a court date, etcetera. Uh when they're archived to the clouds, cloud storage for the district is unlimited. Uh so, not only six months but 5 years, 10 years down the road, those archived clips could be safe. Wonderful. And I'm creating a backup system to that. So, we will have it in house and not just
the cloud as well. Oh, excellent. Yeah. And so, who's going to be watching the cameras for the district? Cuz it's just going to be you? Good question. Um sometimes, yes, I've taken one of our security positions and created a dispatcher slash security officer who will set watch cameras be able to dispatch certain things that are going on within the district. Um there's a lot more conversation to be had. We're having that. Well, the
boss having that on Friday with GJPD to try and get us our own 8 hundred radio channel. So, now, we do have coverage across the district. We can use that radio channel to communicate effectively across the entire valley. So, that person will sit there and be able to dispatch out incidents, be able to send out live feeds. Um so, I will have a full-time person that sits in the office will be able to watch video cameras. Excellent. Um when somebody He wants to request the video. Right.
That happened. Right now, they send a we have it's sort of a long process but it has to go through the school to send an Email to request or fill out this form when I get my dispatcher, that's going to be revamped. They'll call my dispatch center. They'll request that. That person will find that video and send it straight out. Okay. The camera can you hear the audio of the camera? Also we're just the video. Yes, you can. Okay, that's. Thank you. Yes, you can. You know, a
lot of that you know, we put a lot of the power into your hands on on a lot of these different points like user access delegation. We can get very granular with who has access to what and when. So, maybe principals at a school need only access to their facility and maybe only live access to cameras to where to Andy's point, the person in the security operation center needs a much more granular level of access to the entire district. We can delegate out user access that way and things like camera audio that could the majority of the cameras have audio turned on maybe in some sensitive or more private areas. We want audio turned
off. Um that's something the cameras can do as well. And regarding that is school? Do they have the ability to turn off the cameras? Um I I don't believe Andy would want to give them that ability. For me. There will be levels of access all the way down to each individual person at school so I can I can set different levels of access to each person and at each school. Okay but I just want to make sure that you know there's there's an
assault going outside and principal decides I'm going to turn off the cameras today and we don't have a video of it. That access won't be available at the school level to where they can just turn off cameras now. Thank you. Yes. Um well the security people that are in the building where they have access to the cameras live right then and there? Yes. Because the the the gentleman or the or the lady who is monitoring the cameras. Mm hmm. Uh they have a lot of
schools that they have to monitor. What happens if there's an active shooter say in Palisade and he's looking at Fruda injunction and all them so. It's a really good way that. They're really good question. Is there a way that it's going to be activated? That there's an alarm or something within the camera system? I'm going to let you answer that piece. There's another piece to this that I'm actually trying to add. It's called Zero Eyes. It is a weapons detection system that is actually monitored by ex-special forces
units. So, if they see a weapon outside the building, inside the building, it automatically contacts them and within seconds, My security department would get that but that is on the outskirts of. Yeah, that's right now. That is not in the scope of work right now. Scope of what we're doing. I don't exactly what artificial intelligence piece with with No, I I can elaborate on that. So, you know, throughout this process, we we've discussed extensively things like zero eyes, right? And a lot of this is about putting the district in a position where we've
got that foundation level that over time has these new technologies evolve. We're not having to rip and replace an entire system to adopt them, right? This is a system that can integrate with those technologies. So, the the company that he mentioned is one that could ingest our video feeds and overlay weapons detection on top of provide real-time alerts. There are other real-time alerts built into the system as well. Those could be person alerts. Those are things that we're talking about. If it was, to your point, an active shooter scenario, one thing that we've really tried to prioritize is
how do we reduce response times to the greatest extent possible in situations like that where seconds matter, right? And in some of those ways that we can do that is, you know, with the traditional system, it's hard to pinpoint where in the facility that person is with the bracata system, we can use descriptions of what they're wearing objects that are in their hands, so on and so forth that to put into the system to immediately pinpoint where they are within a facility and then give that level of access to first responders that are boots on the ground without them necessarily having to have a lot of experience using our system. So, I talked about, you know, sharing that
interactive floor plan so those first responders can orient themselves and know where the threat is, know where to safely enter. We can also share, you know, video images of what the person looks like, what they're wearing, etcetera, etcetera and hopefully put law enforcement in a really strong position alleviate a god forbid scenario like that. Okay and and I I really like that that you're able to let law enforcement know when they come in and everything. But we don't have something so that if an active shooter comes in and goes into the office. And takes out the office. There's no there's no mechanism that
we have for security or safety. So that they can notify law enforcement that something is going on currently. Is that what I'm hearing? Well we we do have things like lockdowns, right? Like immediately, what what would happen and this is something the district already had in place that we're continuing with. There's key card readers in the facility that if that key card reader is is is swiped. It puts the school into a lockdown. That would send an immediate alert out to the security operation center that would then be prompted to, you know, essentially camera call up, right? Those cameras are going to come up. They're going to you know, see those
cameras be able to start addressing the incident, be able to start dispatch, etcetera. Okay. So, this isn't going to replace like some of the manpower pieces that we have to have with the lockdown systems or the shelter in place. Yup. We have to have people in place to put some of these things or implement some of this to get on the get us rolling when we have incidents like that. Um so the manpower piece, it will never replace. Um if that makes sense. The cameras can zoom in? Yes. Okay. We did that with Central today. Oh, that's
what I want to know. Thank you so much for all my answering all my questions. Absolutely. So, I think my follow up to director Chavez's question is, do you foresee needing to have extra manpower at some point? I mean, I know. 100% Yes. Yeah. I mean, obviously. Absolutely, yes. Right. I mean, I think we all know that we would like to have more safety and security officers. I mean, we appreciate our partnerships with, you know, all the
police departments but the more, the more we could have our own district safety and security teams, I just, I do kind of wonder how that would actually help enhance using a system like this and so, I do kind of wonder if you have one dispatch person like director Chavez is saying like, you have one person monitoring all of those cameras I mean, realistically, at a at a certain point, are you going to need really two people doing, doing that job or something? The only reason I'm asking is because this is something
that from a board level, it's a T up, you know, for our community to say, this all takes money, right? Because bond dollars don't pay for security staff. Those are mill dollars and so, mill dollars, you know, are in ask that has to come from our community 'cuz those are, those are, you know, dollars that we have to use for salaries and so, these bond dollars that we're talking about can't pay for those salaries. Those bond dollars have to go into cameras and
you know, other other things to for for the buildings and so they they're not going to pay for, you know, a security officer and so, while, I, I just want to give clarity to our community that we can't use these bond dollars to pay for safety and security officers. Um I I would love to if we could because bond dollars are only one-time moneys and so, from the board standpoint, these are things that we have to think about in the future that might come back as asks for our community to say, hey,
we're going to need X number of you know, extra security, you know, safety and security people because now, this will help enhance the system that we now already have to make it that much better which is a which is better for our students because it's that much safer so. You're correct. I guess, you know, springboarding on that, you know, what would and not that you can answer the question maybe fully right now 'cuz I know you'd be spitballing it but it's like, in the perfect world, like, what would make, what would
enhance the system that much better by having the best team possible, right? You know, in each and every school. What I've looked at for future is to put two security officers in every high school, one in every middle school, and then have one for every two elementaries. That would give me security in every school and give staff I don't want to say more sense of safety but it gives us the ability to be more proactive in
our schools where I don't always have law enforcement in every school. Um if we were to double in size, maybe triple, that gives me the ability to put people in every school. Into your it would it would be ideal to have staff. Um we know that with our budget constraints that's sometimes not as easy to do. What I think what we find here that with the silver lining is that we have a system now that is going to be able to enhance what we what we have and be able to utilize our our current staff Um to the best of their
ability I think. Just having this. Not spending the time looking for a piece of. Oh. Footage. Sure. Is huge. So, I mean, the technology certainly helps us make better use out of the out of the. Without, without question. And what we were currently having to do is come to the office to find this footage and that pulls a security officer out of the school. Mm hmm. Will now be able to keep those security officers in their schools and they can find places there. Yeah. No. No, this is great. I mean, we
definitely need to be as efficient as possible with what we, you know, what and who we have. Um you know, I just you know, the board has to be the one that looks ahead and and has to kind of be the one that goes to the community to ask and so, if we can be, you know, looking ahead to say, what can we do to help enhance what we have, you know, we I so much appreciate what you guys are doing and helping our dollars go super far and and helping us make our schools, you know, safe
and secure with what we can do, right? Like, I, that is absolutely spectacular what doing. Um we obviously want don't want to stop. We want to make sure that we can continue to do everything possible that we can with the dollars that we have. So, you know, I just we don't we don't want to just stop there, right? We gotta continue to think about all the other things that we can do. So. Great. I think that's great. If we can find something in minutes, rather than hours, then, that certainly helps, you know, in in every sense of way. So. She does. And
will you have somebody monitoring it like like on Saturdays when there's an activity going on in school or if there's something after school, is somebody going to be monitoring the cameras then? That's the other question I see. So. Sorry. No, you're good. Coming for next year to start the beginning of the year, my team will be on call. So, they won't be monitoring twenty-four seven during the school hours. Yes, somebody will be monitoring but if we have an incident after hours, like,
right now, maintenance gets called out which we're changing my security team will be called out so they'll be able to have access to the system after hours to be able to look at bird alarms or something that's happening. Even access on your phone. Even access on the phone. So your phone can pull up cameras anywhere instantly. Yeah, we automate some of that as well. So, I mean, circling back to to, you know, increasing to the greatest extent possible, the operational efficiency of the staff the district does have at the moment. We can configure real-time notifications
to where like if is supposed to have nobody present on a on a Saturday If the camera spots somebody, you can send an alert proactively to security staff so they don't have to be, you know, watching twenty-four 7. We're doing a lot of the watching for them in that regard. Well, instead of having to physically run and jump to be there, you can put pull it right up on your phone and see if it was something blowing down the hallway or if it's an actual person where they shouldn't be. Exactly. It gives you that visual context. Does this all work in conjunction with our
fire alarms and everything too or is that kind of a separate system or The Berg system. Would it would it pick up if something was on fire? Go ahead. Pick up if something was on fire in a building or a student was like putting something on fire in a building. I don't know like. So so to a certain extent access control, Will, right? Because if if that fire alarm is triggered, there's a relay that's going to close with the access control system to make sure that nobody was locked into any piece of the facility. So, in that regard,
yes. Um when we start to and and we we will eventually be talking about the burglar alarm system as well and adopting it into this platform so everything is on that single pane of glass, that single suite, and there's some tie-ins there that that have to do with the fire alarm system. We want to talk about there as well. Eddie, if if I didn't cover that. No, I I think you're you're there. Um it will, it'll help us as well. We can tie into these cameras as well. Um so, we can see if there's something going on. Um as Andy said, right now, we're we're one of the first to respond on a
burglar alarm. And so, we're going, we don't go in the building, we wait for police or somebody else to come in at that time. So, we're changing that protocol but to go back to the fire piece, this will allow us to pull up camera and see if there truly is something going on. If it's just a CO alarm or what are the mini alarms that we have within each in each building, one of those are if there's a flood, so we have flood alarms in our basements as well As as happened at Grand Junction High School previously. Uh so, we can now pull up those cameras
and truly see if it's something going on or a false alarm. Okay. It's great. I just stems talk to which so it's great. And if I heard you correctly then if it's if there's a community event going on at a school on a weekend or after school nobody's watching the cameras. But if something happens like somebody breaks into a car you can go into. You can later on somebody can call you and request a video. Correct. Correct. Yep. Yeah. Correct. It's exciting. Any other questions?
Great. Well. Thanks for asking. We're glad you Yeah. Rector Chavez. That's great. We're we're glad for your questions so. Director Evanson didn't even have any. I think he stole them already. So darn thirty. He had some good questions but I have questions that I don't want to ask. Oh. In public. Okay. There's security purposes for not asking those questions. Alright. Well. Fair enough. I'll ask some of those later. Okay. Well, once once we get everything going in the in our district real crime center, we'll
have you guys over to take a look at what's up because it's going to be. Yeah. Pretty fabulous. Yeah. It's great. Well, thank you. That's great. This is all good. Anything we can do to make our schools more secure is very exciting. So. Alright. Job saving money, Clint. You're on a roll. Whoo hoo. I know. I mean, our utilities and oh well, Doctor Hill was off and now he's back. Is he, is he, does he have a question? Amy? I just, I just wanted to say and maybe it was said when I got kicked off, I just thanks again to the community and the
voters for passing that bond because these are the type of things we can do and when we're able to, we can make our school safer when when we do things like pass bonds. So, thankful to our community. Yes, thank you for that reminder. So, alright. Alright. Thank you, gentlemen. Appreciate it. Thank you. Alright. So, next up, performance contracting? Performance contract law. Clint, are you just here all night? I am. I'm here all night. Alright. So, we have Caleb Shin with Schneider
Electric joining us to talk about performance contracting. If you remember, back in December, we did a presentation where we told you we were going to start doing some building audits and going through all of our schools and seeing where we could save some more money and so we're at that green area right now where we're going through the auditing and and getting through the buildings and yeah by the summer of twenty twenty-five, we should be able to finalize this project and then come back to you guys and have a
discuss about a project approval and what we plan to do with performance contracting whether it's lighting, building automation systems, whatever it is we end up doing and then we'll start project construction in the fall of this year. So, with that sir, I will turn it over to you and you've got the com there. Perfect. Is this? is on? Yes. Yeah. Alright. Thank you, Clint and thank you to the board for having me this evening. You are here. As Clyde mentioned, we are
in the auditing collaboration and design phase. Um this is a very busy slide because we've been very busy these past couple months. Um from an auditing standpoint, we've had a handful of different disciplines out here on the engineering side. Uh automation, mechanical, solar, energy, and electrical. We've looked at over thirty thousand light fixtures. Um we've looked at several years worth of utility, billing data, over at over like 50 different
meters. Um on the mechanical side over 500 units and then 1500 different control points. So, we've been very busy getting behind the walls, getting up on roofs, auditing, and looking at equipment, all with the goal of understanding the district's energy consumption which kind of then tells us where there's opportunity to create efficiencies and improvements. Um so, that's kind of the first part of it. It's understanding where the improvements exist and then, it's collaborating with these guys and the rest of their team to understand of the facility improvements to
drive savings. Which of these things are we actually interested in doing? You kind of you want to juggle energy savings with improvements to the functionality of a building. At the end of the day, we're here to educate kids. That is more important than energy savings. So, the collaboration with these two Keegan and Tony and some of the department heads have been instrumental helping us design our scope of work. Um as far as with the collaborations look like, we have bi-weekly OACs. We have major milestone meetings where you get really into weeds on
measurement and verification, savings methodologies, really fun technical stuff that if Keegan was here, he'd be getting pretty geeked out about. Um. Yes, he would. We've seen it. Uh so this is a state program. There are state mandated meetings that we need to have where we do involve the energy office and then when we get to the end of the design phase, our team, our engineering team submits basically a report on the audit where the state will go ahead and they'll look at all the technical scope, the pricing, the savings, and make sure everything is
kosher before we can move forward with the final project. Um so that's going to be happening here towards the end of summer. It's cost and savings get finalized and one more piece on the collaborations side and Eddie's helping spearhead this. So, the the scope that we're looking at, yes, it's energy savings but most of it impacts the physical learning environment. So, when you think of a classroom, you have the physical climate, right? The heat, the heating, the cooling, kind of the climate of a space and then, the lighting. Um the scope that we're
looking at is not just to drive savings but also to ensure that those things are optimized for learning. So, when our electrical engineers are in there, they're holding they have these monitors that get like foot candle readings to make sure that the candles at desk level or I think it's between 45 and 55 foot candles which is like the optimized level for learning. So, all of those things are happening and we want to make sure that we're including staff, teachers, principals, the folks that are actually going to
enjoy the benefits of those improvements. Um there are a ton of different ways you can configure a lighting retrofit in a classroom. So, we want to ensure that we're getting their feedbacks that we're making sure that a room isn't too warm or too cool as far as the color temperature of the lighting. So, Yeah. So, just add to that. So, we're talking about educational adequacy in our bond projects and we are doing some work on educational adequacy when we're doing our remodeling but this is educational adequacy from a lighting level that is not affecting
bond dollars. We're not having to use bond dollars and we're changing the lighting in the classrooms to to make it better for students and learning Yeah, yeah, and I probably should have revisited that when I started the, the whole idea of this project is to fund all of these improvements within your existing budget. So, within the, the day-to-day operating budget, you're basically able to take utility expenses, current utility expenses, and instead of continuing to send those to Grand Valley Power, to excel, you can reinvest those back into your
classrooms. Um, so that's what we're doing here, and I won't go through the more technical pieces up there, but you've got the front end of the BAS and some energy modeling So, Clint has mentioned building automation systems or BAS and I will kind of quickly do a crash course on what that is Um the vast majority of the scope that we're looking at today is lighting and building automation system. What is BAS? Uh the simplest way I can describe BAS is that is the brain of your of your Hvac systems,
right? So, when it's functioning, it controls the physical comfort of the learning environment. It makes sure that this classroom space is not too hot, is not too cold, is properly ventilated, and when these spaces aren't being used, we don't need to run that boiler at full tilt, right? So, it helps you extend the life of your equipment while also ensuring that the spaces are comfortable. It is also an early warning system. So, when you have your control, when your controls are functioning and you're looking at your front end
which is kind of like the hub where you can view everything, it'll tell you if a damper at Fruit of Monument is not working and then you can go so that it diagnoses the problem, it isolates it, you can head out there, and then you can go fix that problem. When it's not functioning, and it's not communicating with those different control points, you have a much harder time diagnosing the problem, which makes a much, it creates a, longer, I guess, runway of fixing the problem and I guess lastly, when you
have a functioning system, it allows a small team to manage a massive system and and you guys have 40 plus schools. So, a functioning system allows Keegan and the team to really keep everything tight and under control. And that's Keegan behind the curtain, right? Yeah. And we have four folks that manage all those systems across the district and I don't know if either of you want to speak to kind of the current situation. Anyone should take that? I can. Um Timed out. Pull it up.
Switch. Eddie. Uh so, yeah, I can answer that real quick. Um so, our system now, we have two very antiquated systems that I'll try and talk to each other into a one one major system and so that allows Keegan and and the supervisor of the of the mechanical team to kind of monitor that each morning. So, the guys do come in, check each building, see where each building's at, Keegan's done a fantastic job as you can see when he geeks out on his spreadsheets of of managing those windows when we have our Hvac systems
on or off. Uh previously, we had them running a lot longer. So, most of our buildings start up at 6 AM. So, our guy, our guys get there and Keegan gets there at 6 AM. We start looking at all those. Did they come on right? Did they not come on right? And like Caleb was saying, if they don't, we can now look at that system and say, yes, I need to send a guy out here. We need to send a guy out here. If that system is not working and we cannot monitor that, then, we're truly sending guys out there and walk in that school trying to figure out what's on. So, an automated system like this, the the building automation system is key to
our success especially on the aging units that we have on top of our buildings. Yeah, there's there's just this inconsistency again across the district with some of our systems. There are little antiquated and and need some updating. Thank you. Um on these next two boxes, we're going to kind of talk through what we're looking at as far as including in this project scope on the building automation side. Uh it's funding as much BA or building automation system replacements as we can, extending the system to areas that are currently unserved and that
of course will help extend the life of the existing equipment or any new Hvac that's going in and as far as some of the work that Keegan has done to save money, as the system continues to fail, those savings will deteriorate and by kind of updating the system, you're also ensuring that those savings that he's generating will kind of, he'll be able to maintain those and ideally, increase them with more function or a better functioning system. Um and
then a lighting scope, you're looking at interior and exterior lighting, retrofits district wide. As I mentioned earlier, there are improvements still or benefits to the physical learning environment that you get with those lighting retrofits. Uh there's currently a state light or state fluorescent lighting band. So, this gets you in compliance with that ban and as you'll see towards the bottom there and just more good work by Clint and his team. This lighting scope will put the district in a position where you can capture over a million
dollars in financial incentives kind of outside of just the savings of the project. Any questions on the scope? So, this is outside of all of the technical things that we're looking at. We do have a a few upcoming activities a week from Wednesday. Uh we'll be out at Orchard Mesa with some of your students hosting some student engagement events. I think there's 400 or so students that will be getting together with and hosting some activities with and then Thursday June 5th, we have a kind of Schneider
annual day of service and we're having that in Grand Junction this year and that will be happening at East. Um we'd love to see anyone out to either of those events and oh good. I was going to say Lisa with Purchasing is pretty excited to have you guys out. I think this is a big job for them. The book giveaway Um so the extra bodies to do some moving of books is going to be really appreciated. Bring in like a dozen able bodied people and we're bringing dollies and the whole nine. It should be a fun time. Yeah, it'll be good. Thanks for doing that. Um on the
public engagement side, so these obviously aren't just 51 specific at all but two different school districts that I've worked with here in Colorado wanted to find a way to engage the public and kind of tell the good news story about this project and it's most it's deferred maintenance work, right? So, it's not a terf field. It's really easy for the community to see. So, they asked us to kind of take their branding, reimagine it, and build like district-specific branding tied to
the project and to both of these districts, community transparency, and fiscal responsibility were very very important and again, this is a project, at least in both of those school districts instances, improving, improving classrooms, improving learning environments, tackling deferred maintenance, and doing so while also saving millions of dollars in taxpayer funds, those were they just wanted to kind of get that that new story out there. Um so, with District 11, we hosted kind of a green summit. We
involved local businesses, the local utility, a bunch of schools showed up and we kind of talked about the project and how the district leadership was making a good a good decision like from a fiscal responsibility standpoint to move forward with the project that would save all of these dollars and then at Canyon City they actually had a bond they were getting ready to campaign for in about a year and so they brought in teachers, parents, students, even the mayor and we kind of built out this video again. The idea being,
hey, we want the community to know that we're doing here. This cost savings project is a part of that but noone really knows. Everyone just thinks energy. So, let's kind of talk about what this is actually helping us accomplish and let's talk about how this is improving our classroom. So, we haven't quite gotten there. Uh we haven't quite gotten to the place where we're talking about what public engagement would look like here but there will become some opportunities to kind of talk about what this project helps the district accomplish as we get further into understanding the scope and the
saving And I think that's all. Alright. Any questions, Board? Good work. I just want to thank Caleb and his team. Um the master plan gave us that 20, 000foot level of where we're at as a district. Uh Caleb and his team came in and gave us that 10000 foot level so we can really dive into our lighting, our Hvac, all those things that we just needed a deeper dive so we can say, yes, it's this unit or it's this
roof or whatever that is. Um so, we've got that deeper dive now. Thanks to Caleb and his team. Really great compliment. Alongside of some of the other upgrades that we've made such as the Facilitron. Mm hmm. Um software that that we're using to find those efficiencies with our buildings as well. This I think, really, compliments that upgrade so that we don't have Hvac systems running when they don't need to be and and stressing our systems and and and
costing us extra money for those things. It's like turning the lights off when you leave a room. You know, when when everything gets more automated and and can be controlled outside the room. Absolutely. It it gets much more efficient. So, thank you for that. We should see some good savings. And in parallel with the like I said earlier, the Bond Project and not being having to use bond dollars to take care of our lighting. Yeah. Um. Huge. It's it's a big deal. Yeah, that's wonderful. Yup. Thank you. Thank you. Alright. Thanks everybody. Thank you Alright.
Or do you need just a quick break? Okay. Cuz we've been here since four so I think okay. We're going to take just a quick 10 minute 10 minute break. So we'll be right back. Started. So, next up, we have our strategic plan update for with professional learning. So, Jen, go ahead and take. Hello. Yes. It is my pleasure to bring to you this evening your last strategic plan update for the year. We've had one every month. We've gone through the nine, well, not every month. I think we didn't
have one for December and and I don't know if we had one for August but we've had one multiple months and this is our last update on our current strategic and it's on prepared and supported staff, Nikki, typically supports, are prepared and supported staff but embedded in prepared and supported staff is professional learning and so, professional learning is undermined and Jackie's and here is our professional learning staff and
I will be their clicker. Great. Thank you. Um so, the objective of our professional learning priority area in the current strategic plan is D51 educators and leaders engage in professional learning that leads to students mastering the academic standards that supports those academic skills alongside life skills especially those aligned in our graduate profile and also that supports educators in effectively responding to the needs of all groups
of learners. And and Jamie I forgot I wanted every time you guys speak, if you'll introduce yourselves. That would be important. Uh so and so, here are task force members which includes myself. Um I'm Jamie Burnham. I'm the assistant director of Elementary Curriculum Professional Learning and with me I have Sharon Collis. I'm one of the area directors specifically elementary this year. Nikki Johnston, secondary director of professional learning. And Linnea
Holschoff, the coordinator of Culturally and Linguistically Diverse Education. Thank you. Um so, as you know, District 51 is one of only a few school districts in the state of Colorado to have a positive trend in academic outcomes since 2019 or pre-pandemic. And that doesn't happen by accident nor without the commitment of educators working together to establish common goals. high expectations, and shared accountability for each and every student's learning. As we look back
on our progress against professional learning goals over the last three years, the work of teacher teams and what we call communities is something we want to pause and celebrate. Professional learning in D51 includes not just traditional workshops and training sessions but the everyday ongoing collaboration among educators within these learning communities. Support for learning communities is professional learning because it is through this collective effort. Setting shared goals, analyzing
student work, designing responsive instruction, and holding one another accountable that educators deepen their practice and grow their impact. This job embedded model of professional learning ensures that growth is not an event but a way of work. It is how our staff learns with and from one another, directly connected to real needs of students and it is a major driver behind the sustained improvement in our academic outcomes we see today.
D51 has invested in job embedded professional learning, prioritizing support structures that are integrated into the daily work of educators. And Sharon and I will talk a bit about those now. One of the biggest drivers of our progress has been the work of our instructional coaches. Coaches provide personalized on-the-ground support, meeting teachers where they are. Co-planning, modeling lessons, and facilitating professional
learning and learning communities. This day-to-day partnership ensures that professional learning is connected to real classrooms and real student needs. Another critical structure is our early release days. We've dedicated this time to specific learning and collaborative planning, making sure that teams have protected space to deepen their instructional skills, analyze student data, and plan next steps together. It's intentional time that strengthens
both individual and collective practice. We continue to maintain networked improvement communities or NICS made up of each school's instructional leadership team. These groups meet five times per year to engage in continuous learning and prepare the school's instructional leaders to take what they've learned back to their schools and lead initiatives with their own staff. It's a key way we're building
leadership capacity across our system. At every grade level, in every building, we've built strong learning communities. These are teacher-led teams focused on setting shared goals and analyzing student learning together. Learning communities are the heart of our job-emed model. They're where collaboration, accountability, and instructional growth come together every week. Finally, we've strengthened our instructional focus through
on-site visits from Strive Literacy Consultants. These experts work directly alongside teachers and coaches to deepen understanding of evidence-based reading practices and to refine classroom instruction in real time. Their partnership has helped ensured consistency and rigor in kindergarten through fifth grade reading across all of our schools. By aligning this professional learning across all sites, focusing on kindergarten through fifth grade reading
instruction, we achieved notable growth and increased achievement in K through five reading. This progress underscores the impact of a sustained system-wide approach to professional learning. One that ensures that every student benefits from high quality, evidence-based instruction. Justice Elementary educators have sharpened their focus through learning communities, secondary teachers across D 5 one have focused on data-informed instruction as a
foundation of their professional practice. Secondary teams have worked to establish sustainable, enduring, instructional routines that are consistently informed by real-time data. And Nikki's here to tell you a bit more. At the secondary level, one of the major shifts we've seen is the regular analysis of common assessments and student work. Across areas and grade levels, teacher teams are coming together to review real evidence of what students are learning. Not just
relying on intuition or averages. This collaborative analysis allows teams to identify patterns, spot gaps, and celebrate growth all based on authentic student performance. And importantly, this evidence isn't just collected, but it is also used. Secondary teachers are making instructional adjustments in real time based on what they see in the data. Whether reteaching a concept, adjusting pacing, or designing
targeted interventions, our educators are responding directly to the needs of students. This commitment to data-informed instruction ensures that every lesson moves students closer to mastery and is becoming a hallmark of instructional practices across our secondary schools. Although it isn't a bullet on the screen, this year's secondary schools have also started a consulting partnership with Strive. With Strive, schools have worked to identify common and
discrete instructional moves, small, high-leverage strategies that accelerate literacy growth across all content areas, not just in the ELA classroom. These moves include practices such as supporting, academic vocabulary, teaching students how to navigate complex text and building opportunities for structure academic discussion. By focusing on these actionable research-based strategies, secondary teachers are
making literacy, development, everyone's responsibility, and ensuring that students grow as readers, writers, and thinkers no matter what class they're in. As we continue thinking about the future of professional learning in D five one, it's important to highlight a major milestone in our shared work. The launch of our 20 twenty-four teaching and learning framework. At the heart of this framework are these core beliefs. About what high quality teaching and learning should look like for every
student in every classroom across our valley. These beliefs are not just statements. They represent the foundation for how we approach instruction at every level. To Bring these beliefs to life, the framework identifies 4-8 universal instructional practices directly aligned to each belief. These practices serve as clear, actionable road map for teachers, translating big ideas into daily actions that support all learners.
Moving forward, all professional learning in Dfiveone, whether it's coaching, early release days, collaborative team time, or individual goal setting will be aligned to this framework. This ensures that we are all moving in the same direction with a shared understanding of what effective teaching and learning look like. The teaching and learning framework gives us alignment, consistency, and clarity. It honors the work we are, it honors the work already
happening across our schools and helps us all grow toward a unified vision for student success. The practices you see on the screen, things like building strong relationships, creating welcoming environments, and fostering student voice are just a sample of what you'll find in the teaching and learning framework. They lay a common foundation for effective teaching practices and therefore, the growth of our students. These are practices that every educator can implement and many are already doing so in powerful ways. Our framework
gives us a clear path but moving forward, we know we must put more resources, energy, and intention behind this work to truly meet the needs of all students. Another critical area of focus is addressing the unique challenges faced by learners from diverse backgrounds. Significant work remains in reducing barriers particularly for students with IEPs, language learners, and those from lower socioeconomic households. Tackling these challenges is essential to creating more equitable opportunities for all students. While we acknowledge that
important work remains, we are encouraged by the positive trends emerging in our assessment data across various student groups. These improve reflect meaningful progress particularly in student growth among diverse populations. The following slides will highlight these upward trends and showcase areas where we are making a difference. The dark line at fifty represents the median growth percentile which is the benchmark for typical student growth. Additionally, the bars in the chart represent growth data from two thousand twenty-two, 2 thousand
twenty3, and 2000 twenty-four, allowing us to compare performance over these three years. The graph above shows growth for students in grades three through five in CMAS English language arts with promising trends for diverse student groups. Here's another graph that features some encouraging growth in middle school math performance on CMS. While it's challenging to attribute this success to a single factor, I believe that targeted professional development opportunities provided to our middle school educators have played a significant
role in fostering this progress. Finally, here's a high school example that's demonstrates notable growth on PSAT and SAT. We're seeing impressive progress among students who qualify for free and reduced lunch as well as gifted in talented students. However, it's essential that we continue to provide targeted support for students with IEPs and multilingual learners to ensure they experience success and growth in English language arts throughout their high school experience as well. And now
we'd like to look forward. As we plan for the next 5 years, pending the finalization of the new D51 strategic plan, several clear focus areas are already emerging. We will you to prioritize job embedded professional learning, keeping learning close to practice, meaningful, and connected to daily instructional work. We will also ensure instructional walk throughs propel continuous improvement across all schools. Our learning communities will remain a central
structure for collaboration, problem solving, and data analysis. Continuing to elevate and strengthen LCs is key to deepening the culture of collective efficacy we have been building. At the second level. We anticipate implementing implementing a model of early release. Ensuring that teams uses time for focused, impactful collaboration, aligned to student learning needs. Across all of this work, alignment to the teaching and learning framework and our new D51
strategic plan will keep us moving in a shared direction, anchored by a common vision for effective teaching and learning. Thank you. Uh what questions might you have? Order any questions? I think one clarifying question I have when it comes to professional development, we obviously have newer teachers and then teachers who have obviously been doing it for a long time. So, how do you guys accommodate you know, working, doing
professional development for, for like, newer teachers versus well-established teachers 'cuz obviously, a teacher who has 15 years doesn't necessarily need a teacher or the same training as a teacher who is like two years in and so, how do you guys maneuver that? Because I I'm guessing you don't do like a bunch of different classes for a bunch of different people. So, maybe just some clarity for the board on how you guys handle that. Right. We have a pretty strong induction team and so
all of the new teachers get supported by our induction team for their first three years. And it's scaffolded. Their first year is pretty intensive. And then their second year it's a little less. And then by their third year it's mostly voluntary and most of them take it. And so we really try and give our brand new teachers a solid start. Uh when coming into the district. And then after that, is it, is it those
learning communities or the Nix or how does that then start to really, like if I'm a 15-year teacher and I'm, I'm just really trying to like find tune or finesse certain things, like, how do you, how do you help me, like, and I'm not saying there's not anything new that we can't learn, right? I mean, there's always learning that can happen, but how does, how does that show up in I guess in that regard. Does that make sense what I'm asking? It does. Okay. Um I think it starts at the learning community at the school and then we
have district wide learning communities based on content. Uh we also have classes that they can take. PL classes that they can take throughout the year and in summer institute. And so we have lots of opportunities for teachers to improve their strategies. I would say it's our professional Learning model is a a very much a layered learning model. So, yes, we have classes that they can take either through the district or through a university that they can get credit
for. Um so, that adds to their professional learning. Then, we also have our in-service days. Those in-service days add those are required for all of our teachers to take. We have thank you community have had so many new resources that it is new learning for at least one one level, one content, pretty much every year and so that professional learning plan for that new resource is a multi-year approach and we do that at our our in-service time.
Then, we have our next where those there's some shared learning but that's not every teacher in a building. It's a team of teachers with their administrator as their as their leader and they do a lot of shared learning and then they're expected to bring it back to their staff. And then as Nikki was just saying that learning community where they're taking all of that learning, they're looking at data, identifying what the data is telling them, and then, how do they respond from all of the learning that we've been able to provide throughout the
year? That's great. That kind of gives a good overview. Yeah, Jimmy. Oh, I'm just going to add an elementary. Uh we're fortunate to have instructional coaches who can help engage in coaching cycles and meet people like right where they are. So, if you're a first year teacher or you've talked for 15 years. Uh you can have the opportunity to engage with an instructional coach. Great. That's helpful. I've always wondered how he maneuvers from like, yeah, new to more established. So, great. Questions. So, I guess I think
because we're talking about elementary for the most part but when when we have certain divisions such as sped or something like that and they have intricate needs for their teachers and we do have some that are providing services and they've been in that department for let's say, I mean, we'll just say 15 years because that's the number that we've been using. Do we ever take, for instance, like, from them on something that they could be using and then try to implement that and like reach out to external resources
like, do we know what it is specifically that they need or is it just something, like, where do we, how do we choose what it is that we're doing for, you know, these professional developments for them. I I think it's multi multi pieces of information and input that they have to decide and prioritize on what, where, and when. I mean, and I think that's something that John Paul does very well and he's working with his team, his special ed coordinators. So, there's data.
First of all, you can look at IEP compliance. They review so many IEPs throughout the month and that's going to identify compliance wise. What is a topic or an area focus that they need to focus on to ensure. Cuz an IEP is just a representation of the services and supports a student is supposed to be receiving. So, when you identify and you comb through IEPs, you're going to have issues or concerns or opportunities for training. He also meets with Tammy on
a regular basis. Um unfortunately, we are not free from a state complaints or parents that want to file due process but we are certainly working to do that and that provides another data point. We look at data when it comes to behavior or when it comes to what are specialized specialists called for and so those help identify and then yes, asking teachers, what is it that you need, want, or still don't, you know, have
the right training and so, they use all of that data to determine what the training or topics would look like. Thanks, that helps. Yeah. Any Alright. Well, thank you for the update. That was really good. Thank you. Okay and then next up we have a fourth grade social studies curriculum presentation. Hello, board. We have Shawn has, I know that you all have had the opportunity or if you have returned. Yup. One of you have not. Hi, it's me. Okay.
Nobody's. I brought all my stuff. Every every single piece is right there. Um the last time we met, we agreed that we we would bring an alternative to you all for the fourth grade social studies, resource consideration. Um since we've last met, we I have. Um Jackie and I met with ours and Sean was there as well. Our CRGC reviewed the process that the Ursti went through and determine it, determined that we
had a resource that we too would like to share with you. And Shauna's going to talk about that resource right now. And Al, do you want to do it or do you want people? Okay. Alright. Thanks. Alright. Um so, hi, I'm Sean Sims, the K-12 social studies specialist. Um so tonight, I'm going to present a fourth grade social studies resource recommendation. So, the reason for adoption, this narrow and scope are on the screen. Um firstly, starting with the fourth grade year, the study is really unique in the way that it focuses specifically on Colorado.
Many of our students are now also being tested summatively on social studies for CMAS and it's been some time since elementary. Grade level has had an adoption specifically for fourth grade with publications from 1999 and 1979. Um so, on screen at this time are the teachers who meet up our fourth grade social studies Erstie. Uh we've approximately sixty fourth grade teachers across district 5-one. Um and this group represents about 10% of those stakeholders. Um also including a special educator. Um a
resource selection team was slated to begin the evaluation process in October. Um but it took some time to get enough representatives on the team. And so we were happily to pull together this team and we were able to at the end of first semester. Uh we're able to launch in December and conclude by the end of February. Um so, the process of evaluating resources includes a close study of the standards, a high-quality resource is one that helps teachers teach to the standards and then, students master those standards. High-quality resource also engage
students and help them understand the value of what they are learning and why they're learning it. Um OnScreen is the selection team's vision for what fourth grade social studies experiences can be for our students. Also, a high-quality resource will have other strengths as well. It will align with our graduate profile, the instructional approaches outlined in our teaching and learning framework. We also have tools for measuring what students have learned and will leverage technology in ways that extend or enhance the learning experiences. Along with standards, those things are accounted for and a rubric the team uses for iterative rounds of
scoring. So, in this picture, you can see some of that work and what it looked like. Um detailed studying and mapping to make that resource visual and quantifiable. Um there were six resources available for matching the scope of this recommendation for fourth grade social studies. Um the team quickly narrowed their focus down to three. Um here we see those top three resources of high enough quality to go through additional rounds of evaluation. The Colorado story, Discover Colorado, and Exploring Social Studies, Colorado. After final scoring, here's how each of the three resources fared. As a
result of this scoring, Colorado's story was the Ersty's recommendation to CRGC and they're after the board. The board asked to see the comparison scoring and that's what this slide shows. A high-quality resource would have a majority of its marks in the high agreement category. That column on the furthest right. Uh I'm going to take this slide. Uh Jackie Anderson, executive director of Teaching and Learning. So, on the slide before, you saw some data, we'll look at it again on the next slide and I'll reiterate some of what Jen said and update on where we've been since April 1st. April 1st
was the first recommendation and that was of Colorado story that was to the board of the fourth grade Ersty's recommendation. On April 7th and the 15th, the board reviewed and tabled Colorado Story third edition on the twenty-eighth is when CRGC convened to review and evaluate data from the Ersty. So, that was seare see reviewing Erstie's process and voted on whether or not to advance exploring Social Studies Colorado as an alternative resource. Uh they did vote. Uh that was unanimous approval to move forward with that
resource recommendation which is the one in front of you now. And here we are May sixth with that presentation of it. What we're presenting is data from the Ersty and a recommendation drafted here by Sean. Some of that language. Some of the benefits since the Ersty wasn't able to provide that language and CRGC made a to bring it here. Sean provided some of that language. So we'll look at both the data and his recommendation next. Uh Sean also mentioned that high-quality resource would have high marks in the high agreement category and so you see that's true here of exploring social studies,
Colorado. A majority of varsity members marked at high or had found medium strength across the board which is why we found it worthy of going to CRGC. If it, if it hadn't fared that well, we would not have taken it to CRGC. Um so, that was important data to bring to you at this time. The CRGC before I go on wanted to make the recommendation to the board for exploring Social Studies Colorado for a few reasons. One, an appreciation of each group's
process and role. The Erstee in appreciation for the Ersty's work and their original recommendation and appreciation for the role that CRGC plays embedding it in appreciation for the board and the discretion that the board gets to exercise. So, it was out of respect for process. It was a big part of their decision making. Um for the desire to see a resource recommendation be made in a wanting to get resources in teacher's hands and because of the merits of the resource that you are considering tonight which is exploring Social Studies Colorado. You probably saw in your review that
they're very different. The resources that we'd put in front of you. We're not asking you to compare them and to vote between them. We're asking you to vote on the recommendation. So I want to make that clarifying point. Sean, awesome. So, look at some of the affordances of this resource. So, exploring social studies, Colorado's resource are designed to support deep engagement thanks to varied materials, youth primary and secondary source sets, content readers, and inquiry based supports for our students. Um inquiries embedded across all core content, areas of social study, encouraging students to think critically and
deeply about cargo specific content. Um the program offers flexibility. It allows teachers to use readers in a variety of ways which is great. Um content read and primary sources from exploring Colorado can be effectively integrated into our current curriculum with an emphasis on our inquiry-based units and then, the resources aligned with the Colorado Academic Standards and fosters critical thinking and meaningful engagement with Colorado-focused social studies topics. Uh while Clint was presenting, we had plenty of time to
think about our presentation. And so little bit. He didn't even hear it. He's not even here Our guy can't even defend himself at this point. And that was a waste. That was it. We'll make sure he knows. In the back, Shawn said, where did you get this figure? And I said from the quote and he said, I I don't have a quote and I pulled it up. I said, yeah, I pulled it from the quote. Um I pulled it the TCI. Quote, not the TCM
quote. So, company. I actually don't have a figure to present to you. I'm that's my era. I I confuse two quotes. Um so, we were trying to do the math on it and we think that the cost to be somewhere between the price of the other resource in this figure. Yup. So, sorry. Apologize. We'll tell Clint. Yeah. Oh no. Now he who leaves early has yeah. We're not telling him anything. It is recorded. That is all we had for you this
evening. So, if you have any questions we're happy to answer them. Um I think I think you did a great job just of and it has been a a collaboration to make sure that we all feel really good about the resource that gets adopted. So, thank you for and thank please thank your team. I we know it was extra and I I think is worth the extra work. I think I think everybody will be pleased for a long time. I I just
want to share and and thank the board as well that you honored, understood, and honored that there is a process. There's so much that goes on before we come here in front of you and honoring our teacher, our teacher teams, and then honoring CRGC that listen to that identify which grade level or which total level and content area is up next. For mill distribution and so this is a process that is done very
much with our teachers and with our system and not two or four and we follow the standards and our teachers are very in line and in tune to those standards and they pay attention to what it is that teaching and learning that we need to to ensure that we are using and selecting high quality resources and so just wanting honor the the time that Shawn and all of his teachers spent I think Jackie was really wanted to emphasize that. The last time we were
together and I just and I wanted to emphasize then the team that comes together to ensure that a process is taking place and they feel comfortable with the process that has happened to move our resource up or move it forward for recommendation for recommendation for the board's approval. Thank you. Thanks for for really spelling that out for the community. Um. It's it is it's important. Yeah, I think there was some misunderstandings that because the board questioned the resource that we questioned the
process and that we questioned the committee and that was not the intent of the board. Um we we trust the process and we and we trust and we and we trust the teachers on the committee is but it is ultimately the board to kind of look at it through a different lens and to be able to to bring some quest to it and and that that was that was not to criticize you know the the teachers or the committee or you all in any way,
shape, or form. Um it's just to be able to bring a different light to to the process And so the way I see it is we're all a team. And we just we just have different perspectives. And and all we asked for was you know can we could you look at a different resource which you all very, you know, we know you guys look at a lot of stuff and and and we know that no resource will ever be perfect. I mean, you know, publishers, you know, there's lots of em out there.
They they do a lot of different things and so, I I think there was some miss some misunderstandings with our community thinking that the board somehow didn't appreciate the work that you all had done and if that ever came across, I apologize because that was not my intent as a board member when when we were at least questioning or at least the concerns that were brought forth because that was it was not questioning what you were looking at. It was really
questioning what the publisher had itself put into the book. It wasn't it wasn't your discretion. So, this resource to having two good resources. It wasn't like we didn't have. So, when in when in a close second place position. So, it it wasn't night and day differences but I think I think the difference. The TCM resource is phenomenal Um sure, are there still some things in there that I, you know, I'm kind of like, you know, this is, you know, there's a
little slant on it. Sure, I mean, again, you're still going to get some of that stuff that comes through the publishing companies, but the, I felt like overall, the resource just in general, was a lot more age appropriate, in a way that I think kids could assimilate it, to the point that there was even, let's just go back to the activism piece that there was one Corky Gonzales that I felt was even more appropriate because one, he's a Coloradan that I
felt like was more appropriate and and then it was actually even phrased in a way that I think a fourth grader could understand it and so, again, if you want to compare apples to apples, I felt like the resource encapsulate encapsulated that excuse me in a in a much better way. So, Um again, I I just I think the TCM one is was really good. So, so thank you for for doing that and I think the resources really. Equally as important. Your team thought it was very good as well. Yeah. So, so thank you for also listening to
the board and like I said, if it came across that it was anything other than us just looking at it through the lens that we were supposed to as a board, it wasn't meant to be that way. So, thank you. Alright, any other Okay, see that? My throat's getting dry. So, alright. Good job. Thank you. Okay. Thank you. Okay, nothing more on that one. Okay, so now we are moving into our business meeting. So, okay. Do we actually have the early release calendar tonight? For the business meeting?
Okay, I'm just wanting to make sure. Still doing, yes. Okay. And and I don't have a presentation for that. It's I I if there are any other questions that you might have regarding and can I shut this now because there's nobody on there, correct? It open. Okay. Okay. Gotcha. Last time I cut the whole world. So, I guess as okay. So, we we'll just make a a motion. We'll make the motion second that we can have discussion. So, so now, we're moving into the business
meeting. So, first up, we have our early release calendar. So, do have a motion to approve the early release calendar which you board, you do have a, there's a copy motion to approve the early release calendar. Second. Alright and discussion So, I'm guessing because we have it on our agenda that we did get all of the. Yeah. All the things worked out. Okay. Thank you. That's. Okay. So, we did get every. All the things. Okay, thank you. So, any other discussion
board? Okay. Alright. We'll move forward. We can go ahead and take the vote. Mister Chavez. Approved. Missus Evanson. Yes. Missus Heitz. Yes. Mister Jones. Yes. Miss Lima. Yes. Okay I get, I don't know if I should have clarified that. It's for secondary but we'll, I guess, everybody will understand what that is. So, alright. So, that passes five oh. Alright, next up we have our administrative personnel action. Um so, this is for our Chatfield Elementary School
principal. So, do I have a motion to approve this administrative hire? Motion to approve the administrative hire. Second. Okay. No discussion. Okay. We can take the vote. Mister Chavez. Approved. Missus Evanson. Yes. Missus Heitz. Yes. Mister Jones. Yes. Miss Lima. Yes. Alright. Is Doctor Hill still on? Or no? Yeah. And yeah, thanks for that. I I just really excited for
Doctor Huddle. Um you can see in the packet her background but she's had experience throughout the district and mainly working in Title One Schools and and so we're excited for her to be able to continue supporting Chatfield Elementary and the success that they've had there and you know, this is and area of town that she she lives in and she's excited to serve and she's done a great job at Rimrock as well. So, we're we're happy for the work that she's done there and so, we're
excited for her to be at Chatfield and and we are hosting the rimrock position where we may have already and so we'll find a great principle for that school as well. So, we're excited for Dr. Ottawa. Awesome. Alright. Well, we're excited to have her there. So, thank you. I know you always like to be able to say a little something after we vote on it. So, alright. Glad you were still on. So, hope you make it home tonight. Sorry. I think I think I think I'm actually going to get the board in like five or 10 minutes. That's fair. Okay. Well,
great. Well, we are almost done. So, things. Alright Um okay, board any any open board discussion? Um just congratulations to all the graduating seniors next week and for a week of graduations and Doctor Hill did a great job of coaching the basketball game for us against Galobetrotters. Um I'm going to officially retire with a triple single and will not be playing in another one because I was sore for days but it was a great time, great great organizations putting those
fundraisers on. So, got to meet the Globetrotters, hang out with those guys, play a little basketball, and Doctor Hill got the coach and a couple seconds and but other than that, it was a good time so. Awesome pictures. That's great. It's good. Yeah, as soon as they said, play your coach, I just honed in on the coach park and didn't really play. There you go. Hey, good, good call. Yeah, we alluded earlier that we went to the Special Olympics this morning. Um got to help kick that off. You you stayed all day, right? Yeah. Yup. Um so. I was a starter at the at the running start line all day. That was
fun. So, alright and yeah, next is our, we just graduation week. So, we go our a week so. Every day. It's a lot. So. And we also had keys this week also. Oh, yeah. Performance. The key performance. Yeah, the key PPP. And to listen to those Those are great. Young students speak and and see how far they have came along to graduate. It's totally amazing. They are inspirational individuals. Yeah. Yeah. Those are wish I could've stayed all day. Continue to move on.
It is incredibly inspirational. Yeah. Yeah. Very impressive. Yeah. Those are awesome. Alright. So, sorry, anything else, Board? Okay. So, next up, so we have our meetings coming up. Um so, May 17th, we have our board coffee with the community. So, that's nine to 11. Um so, that is input for we have three charter schools that have applied to the district. So, we are required to have community meetings. So, that meeting will be
and the Harry Butler boardroom. So, that will be that Saturday from nine to 11 for community input on those charters. Um and then, May 20th, we have our next board business meeting. There's also public comment at the board business meeting. So, obviously, public comment can also be given which it will be in three-minute increments. Uh the community meetings will just be more of a dialogue between the board and the community at the coffees. It'll be pretty much just
like a bored coffee as well. So, and anything else? Are we going to wait until the twentieth to vote on curriculum or we going to try to have a special session? Oh, yeah. Um Board, do you, I know it would probably help we could do a virtual yeah. Yeah. Yeah. We could do a virtual meeting How much time do we need? I don't know. I mean, I don't, I'm good. I'm returning my, my resource and
I'm good to go. What? Does anybody need any time or can we get this scheduled right away so that they can. No. Yeah. So, well, next, so Rate, if we try to do every evening next week is a graduation. So, like I'm saying, what's wrong with tomorrow night? Right. Right. Right. I know. If a word is double booked. We're going to so either we try to do a virtual meeting by the end of this week. Thursday. Cuz that's we can put place it tomorrow for twenty-four hours. They have
negotiations Thursday night. We could do a. Time does negotiations start, Amy. Five. We could do a four. Four. Yeah. I mean it it'd be a quick vote. We could do a yeah, we could do a four or 4 30. Four interfere with negotiations? No. That's what we can do for. No, because we'll just do it. We'll just do it virtual. It'll only take about 5 minutes. For 4 o'clock Thursday virtual. Is that you good? Yep. Would that work?
Yep. Okay. Let's just plan a special meeting. Four o'clock Thursday for the vote on the fourth grade curriculum. Doctor Hill, you good with that? That sounds great. Okay, perfect. Thank you. Alright. Plan on that. Safe travels. Hope you get home. Alright. Alright. Thank you. Do you have a motion to adjourn? Motion to adjourn. Okay. Thank you, Director Jones. Thank you everybody. Stay dry, I guess, right? Is it still raining Part: 2
Earlier. So, we've already called the meeting to order. So, we will go ahead and do the Pledge of Allegiance and then we will kick off the rest of our meeting. So, if you can stand with us, we'll go ahead and do that. Director Evanson, would you like to kick us off? Alright, thank you very much. Alright. So, we have a couple proclamations this month here. Let's see. Alright Uh so, for the month of May, we have Asian American and Pacific Islander Heritage Month. So, whereas the month of May is recognized nationwide as Asian American and Pacific Islander
Heritage Month, a time to honor and celebrate the rich rich history, culture, and contributions of Asian Americans and Pacific Islanders in the United States. And whereas the AAPI Heritage Month highlights the countless ways in which Asian Americans and Pacific Islanders have shaped our society through achievements and science, technology, business, education, the art and beyond. And whereas, as a district, we are committed to creating an environment that promotes access, opportunity, and a
sense of belonging for all. We recognize the unique perspectives and strengths that our AAPI community members bring to the Grand Valley. and now, therefore, be it resolved that the Board of Education, a Mesa County Valley School District fifty1, hereby proclaims May 20 twenty-four as Asian American and Pacific Islander Heritage Month, and encourages our community participate in events and activities that celebrate the AAPI heritage and honor the many contribution of Asian Americans and Pacific Islanders throughout
history. Yep, thank you. Yeah. Director Jones, you're going to have to be our our applause guide. Uh Doctor Hill is on virtually today because his travel got delayed today. So, and then also for the month of May, which is super exciting is our Teacher Appreciation Month. So, whereas the Board of Education recognizes the vital role of our teachers that they play in shaping the minds, hearts, and futures of our students and whereas Teacher Appreciation Month offers an opportunity for us to express our
gratitude for the dedication, passion, and tireless effort of our D51 educators and whereas Every day, our teachers create engaging, inclusive learning environments that spark curiosity, build confidence, inspire students to reach their full potential. And whereas teachers are the backbone of our community playing an essential role in building a brighter future for our students and our community. We honor their lasting impact and commend their creativity, compassion, and unwavering commitment to the vision and mission of D fifty-one. Now, therefore, be it
resolved at the Board of Education and Mesa County Valley School District fifty-1 hereby proclaim the of May 2025 as Teacher Appreciation Month. And we encourage our entire community to join us in celebrating and thanking our teachers for their extraordinary contributions to our students, schools, and district. Thank you everyone. And there are some special ways that you can contribute to our teachers if you do go to the D51 Foundation website. There are some very special ways that you can appreciate our teachers from there. So, Director Jones is going to highlight our next
recognition. What's there, Rayside? And is Andrea or Andrea? Andrea. Andrea Espinoza, please join me in the front of the room. Each year, the fraternity free and accepted masons of Colorado host the Masonic Public Schools Awards Ceremony to recognize exceptional educators and students throughout the Grand Valley. This long-standing tradition honors academic achievement, leadership, and commitment to public education. Congratulations to Sarah Rayside of Rimrock Elementary and Andrea Espinoza, Abdul Emerson Academy, who were named the 2000 twenty-fourand 2025 Masonic Public
Schools Overall Teachers of the Year. Respectively, Sarah's known for her dedication to student growth, academic success, and inclusive leadership and school leadership, qualities that continue to inspire both her students and fellow educators. Andrea's passion for bilingual education, her unwavering care for students, and her work to build bridges across across cultures, have left a meaningful and lasting impact on our district. We're proud to recognize these outstanding educators for the difference they make in their classrooms, in their schools, and throughout the D 51 community. And a
special thank you to our engaged and supportive community partners at the local Masonic Lodge for helping highlight them work happening across our schools. The Boards of Education and Superintendent Doctor Hill congratulate both Sarah and Andrea on this well-deserved recognition. Thank you for going above and beyond for your students and for me as such a great example of the heart, talent, and impact of D51 educators. And miss Andrea. I'm going to move out of the way. Oh, yeah. Ward, let's go up and join them with their picture. I didn't wear the button gown. I do a T-shirt I had to go home early this
morning as you look at me. If you just came for recognitions, you're more than welcome to go ahead and leave if you'd like. We'll give you a couple of minutes. Thank you guys for coming and congratulations. Thank you. Yes, that was very exciting. We got to actually director Chavez and director Jones and I were at the Masonic Awards a few weeks ago and it was very exciting to see them receive their awards and then the district decided to put some plaques together for them as well. So, thank you very much and congratulations. Very exciting for that. So, and
appropriate for Teacher Appreciation Month. So, alright. Um so, next up, we have our legislative update with Amy Atwood. She is online and yeah, the legislature is about ready to wrap up, we think. They're surely cramming a bunch through. So, I'm sure Amy will tell us all about it. So, Amy, take it away. The legislature is almost finished. Tomorrow is the last day of of this year's legislature. If you remember
the legislature only meets for 120 days every year. And we are coming to that end tomorrow. It has been it has been a different kind of session because of the budget. this year. If you remember the joint budget committee and the legislature needed to cut $1. 3 billion dollars from the budget. We knew this going to the year and how that would impact school funding and specifically D 51 was top of mind. We
worked really really hard this year on implementation of the new school finance formula. But with that implementation there were some changes from the bill last year that put in place a new finance formula to what the roll out looks like this year. But D51 was heavily engaged in those negotiations. And I just would like to put it on the record that Representative Taggart always had the district's back when it came to
funding. And there were different scenarios where the district could have been cut. And he as a joint budget committee member would not would not go there. And so D fifty-one will come out better in the long run with the new finance formula. As well as in the end K-12 Education was not cut. Funding was increased. For the 2526 school year. There were other
bills this year of of major importance. One of which was the accountability bill. It we followed this legislation for 2 years And the building of the legislation for 2 years. There was an accountability task force that met. And we saw drafts, staff, D51 staff provided feedback throughout the process. And even once we had introduction. And this is this is
the work of a lot of people, very big task force to modernize the accountability system. So, that bill too will or has passed it passed last week. As did school finance, as did as did the state budget. With that, are there any questions or specific pieces of legislation you have questions about? I was wondering if you could give some clarification on SB twenty-five zero zero five We just pull it out. Okay. So, this is worker protection,
collective bargaining. It just passed today in the house. It's a senate bill so it just passed in the house. So, it really finalized, went through its final hurdle today. It deals with collective bargaining and the votes by which labor unions have to go through to to unionize within within an
organization or within a business. I need to confirm though that this impacts school districts and local governments because I just I just need to check that. I'm not positive that it does. Yeah, I know there were some amendments in it. So, that's why I guess I'm was looking for some clarification just because with a today, yeah. I wasn't sure how much it changed in it or how it would affect the education. The bill does
eliminate the requirement for a second election to negotiate a union security and race clause and collective barking process. So, in Colorado, Colorado, I believe is state that has two elections that have to happen. One is with the employees. Do they want to have they want to be unionized? The second election that is is the unique election He asks the employees can
the do they want their dues automatically pulled from their paychecks? And so that that is the the second election that would be removed or that is removed with the passage of this bill. There are rumors of a veto from the governor. He actually has been very open and forthright about that about a veto and we will we will see if that happens. Um the governor has 30 days
in which to veto veto the bill once it hits his desk tomorrow. Thanks, Amy. Yeah, I think when. I think when Casby looked at this, I thought there was a carve out for education Uh maybe you could just confirm. So. I will. Okay. And I will I will add this to the to our end of session report. Oh. That I that I'll provide you here in the next couple of weeks and I'll make sure to note what do you note whether the bill impacts
and what it does and if it is vetoed. It looks like Doctor Hill has his hand raised. Can y'all hear me? Yeah, go ahead. Okay. I apologize again when I'm not there. I've I've been on planes or in airports for 12 hours a day. It's been a it's been a journey and I'm stuck in Dallas. I I just wanted two things. One, I want to thank Amy and as you mentioned, Representative Taggard for for really fighting for, you know, Western Colorado and and District 51 when it came to the finance piece and
so we are appreciative of that because it it could have been worse. Um I just want to make sure too for, you know, anybody watching online or or who's in the audience and Mel can correct me if I'm wrong, or Amy can. If 1448 had gone through like it originally, it was planned, I think we would have seen about a $2 million dollar increase this school year, it's only about a $1 million dollar. So, it, but again, it could have been worse. Um, so it's still about half of what we originally thought we were going to get. And then if I'm understanding correctly, shifting from, you know, four years
next year to then 3 years, the year after. Um that because we're declining enrollment, there's a chance that we're going to end up going backwards and by my understanding, there's a stop gap in there to where we can't, we can't drop any lower than our current year's budget if that if that's correct. So, worst-case scenario, we we get about a million dollars more this next school year which doesn't even cover increased cost to things like insurance and transportation and then, worst-case scenario, we go
backwards back to what we have currently in the following Is that is that correct, Amy? Or You are correct. I I would say that the averaging from we were on five years with the new finance formula and moved to four years. They're still negotiations. It is not set in stone to move to three years. Um in the twenty-six twenty-seven budget. As well as that hold harmless or smoothing factor. It's it's been
coined a smoothing factor for those districts. Um with the involvement. And so those two things are still to be negotiated. There are commitments for smoothing factor. And there is a working group looking at that. So that will be in next year's School Finance Act as well as negotiations are ongoing for how many years. For averaging will be allowed. Okay. That's that's good. I know. I appreciate that. And I I just I think
you know folks who don't follow finances much might hear a million dollars and think that that means the district's getting a ton of money and and we're really not and then with the knowing that with our demographer saying that we're going to decline for you know the next I don't know, five to six years at least we're we're not going to be in a great place for a little while financially. Um and I just want to make sure that the general public realizes that that there's not going to be this influx of dollars coming into the to the school district and it won't be a year
like years past where we've had S or funds and other things. So, but again, I do appreciate you advocating for us And I'd like to add on to that, that, although the legislature had 1. 3 billion to cut this year, there's actually a structural problem with the budget, with how Medicaid, K-12, corrections, how the big departments, are funded. So, there's a structural deficit there,
and we are looking at big budget cuts like we've had this year at least for the next 2 years. So, holding flat this year in a declining enrollment situation Um may not feel like a win but it was a win. And we will be back in the same position next year. Or at least the next 2 years. Try just trying to hold current funding and the budget stabilization
factor. Or negative factor not being put back into place. Which is a straight up cut to education. Well and I think that it's even more important that, you know, Mel and her team have worked so hard to to build our reserves up because, you know, the, where I'm coming back from right now, I was at a, a meeting in DC with other superintendents and everyone's worried right now about the federal budget, and whether or not we're going to see the same type of dollars, for title funds is in the past, and so, when you have positions
and things tied up and titled dollars, and that money, you know, depending on what happens with it, that's when you might have to tap into something like reserves, it's kind of a softer for one-time funds. So, you know, it's a good thing that we've we've been able to do that too. Um well, those aren't things that can fund ongoing costs. It's something that can help us in case, you know, something happens at the federal level as well. So, we've got the state budget issues but we've also got keep an eye on the federal level as well. Mm hmm. And Doctor Hill, Mel is shaking her head, yes, for the things that you're saying. So, yeah. Oh, good. That
makes me feel good. You, you, everything you stated was correct. So, yes. Yes, had 14 48 passed away that we thought we would have received more money but with the with the car belts that they did, we actually ended up receiving less money. So, wasn't as good as we had hoped for it to be. So, so yes, thank you, Amy. Board, any other questions? Amy, anything else to wrap up? Yeah. I do have, I phoned a friend on the worker protection,
Senate Bill 5, it does not impact school districts. Okay. Great. Okay. Good to know. Thank you. Alright. Um well, thank you for all the advocation that you did for D51 this year, Amy. We really appreciate that. So, and being our voice at the state capital for us. So, thank you for that. Um board always, if you ever have questions for Amy, you have her Email. You can always ask her any questions on any anything that comes up through the legislative season.
So, thank you so much, Amy and we'll. Thank you. I'm sure we'll we'll hear from you for the season as we gear up. Alright, thank you. Alright, next up we have our Grand Junction High School construction and bond update. So, Micah, you ready? I am. Alright, come on down. Yeah, buddy. Clint, Eddie, who else do you guys have? Anybody else? Just the three. Just you guys, okay. Yes. The trio. Hello. Good evening, Board. Thanks for having us this evening. Just a couple of updates on putting the bow
on Grand Junction High School and where we're at with our bond work and and giving you an update there. So, Micah, why don't you take it away? Yeah. Sounds great. Well, it's good seeing you all. Uh as Clint said, I'm Micah Adams with Dynamic Program Management. Up here with Mid, Clint Garcia, and Eddie Mort. Um with district maintenance. Uh Grand Junction High School is getting very close to being wrapped up. Um you
know, since the beginning, the plan was to have construction of the building be complete or you know, fall of last year within demolition, abatements, and the fields to go into this May. Um and so that's what we're coming up on the end of. Um up there on the slide, you can see where everything's sitting at with the budgets and it actually
looks like, I think this may be last month's slide now that I'm looking at it. Yes. Do we have, I think this is the wrong slide deck Um Let's see. Amy, if I, let me see if I can send you. Who would it go to? Jacob Stewart. Jacob. Let me see if I can get that over to you real quick. And actually, do we have the district or the bond updates? Maybe if we tee
that one up, Jason, I think Jason's going to see if he can send over the current slide deck for Grand Junction High School. Do the bond first. Yeah and it looks like this says March fourth as well. Now, that I'm looking at that. Yeah, it says March. So, one, one second. Sorry for the inconvenience. Do you have music for us? I do it in the news slides. Oh, there it is. The the slides that we're trying to get to you. Super disappointed. Oh, yeah. Oh, man. I think, I think Clint could
sing us a little song Jacob Stewart. Little karaoke before we get going. That's why we're waiting in between. Alright, Jacob. One of those is coming your way. Give me one more second for the other. Did you have fun starting tonight? Special Olympics Yeah. It's fun. The the the student who sang the national anthem was super sweet. Oh my goodness. She just had so. Oh She she ended it like so I wish I had been recording it because
it was precious. Yeah. Yeah. And apparently, she does this on a pretty regular basis. Pretty brave girl. Yeah. They let the kids do, yeah, the whole show I can't remember which school she was from. Palisade. Palisade, thank you. Thank you. Yeah, she's cute. She did a good job and she she had a spectacular ending. So, I was going to say, so, we didn't get Special Olympics. You gotta be flexible because we didn't quite start on time but that's okay because
we had to let the athletes get there and get all set up. So, it's all good. PDF. Mm hmm. It's not. Yeah. That's okay. Yeah, you guys, I drove by later. It was really good. And it was nice weather today too. It wasn't too hot. So, Alright, I think we're just about there. One, one more second. Yes. Cool. So, yes, we've got it here and I, there we go. There we go. Alright. Thank you. Thanks for filling the silence, Eddie and
Clint. Thank you, Jacob for the quick work. Um Alright. So, here's some updated slides. That looks better. Yes. Um so, as you can see, completion as a percentage of the schedule. They're right at the end. Um completion as a percentage of the project budget. Uh you can see they're nearing the the end total expended is 141 million through March. We haven't received
all the April invoices. Applications as of yet. Um so, numbers are lagging here a little bit Um but things are coming along nicely looking to wrap up here shortly. Uh so as you can see here, recently completed a very beautiful football field. Beautiful. It is. Great. Yeah. Yeah. We were just out there. Was it yesterday? Um walking around it. Um taking a look at
it. Up close and in person. And it it's really nice. Along with that, there is also been, you know, paving of the parking lot for the 700 building the baseball field which I'm sure we'll see here in some of the coming slides of turf there. Uh the tennis courts, concrete was poured for those. The fencing is going in. A lot of site fencing has happened here recently And then also the 2006Ox Gym ribbon
cutting ceremony. Um sounds like there are a lot of people out there and a good event. So, excited to get that open. It's a very good turnout. Yeah, it was. Very good turnout. Yeah. In progress. Um what you see here in this slide that's over just north of the building, that field is getting turned into a grass field for football practice and the like. Uh and I think I kind of I hit on these topics already here in the in progress slide. Upcoming there in the top left corner
of the screen, you can see the 700 building. So, there will be a concession stand kind of installed in one of the old rooms in there that will have access from one of those exterior doors. You can walk in and order some food while you're at the baseball game or soccer game, tennis, tennis match. Um so, upcoming there's going to be a lot of sod, grass sod being installed here
in the coming weeks throughout the south half of the site and then a little bit in the north part of the site like you saw in the last picture. How much of this will be? Um so, what you're seeing there, that that will all be. Grass. Grass. Mm Yes. That's a lot including the other on the north end of the track. Yeah and so this this is size to fit a full-size soccer field. Okay. Um so, soccer, lacrosse, those you practice games.
Um there will be, you know, an area for bleachers there as well. I think on over on the it'd be the west side where you see the street Um quite a bit of room for bleachers over there. Not like a Stadium set up but but a a good amount of bleaches. Okay. And then over there on the left, it's just barely out of view of in this picture but the batting cages have just recently been installed as
well. Um I think maybe we'll see that here in coming video. Yeah, you can kind of see them in the background up there. Some construction metrics here on the screen and as as you're looking at those, you'll also see there that construction and progress on that parking lot for the 700 building, which will be used for quite a few different things from storage for district IT to athletic
storage, concessions, and the like. So, here comes, I should warn you guys. Well, one, Jason picked out the music and I'm very proud. Yeah. So, Push yourself on juicing, huh? Last time, we played a song that we had we had purchased but I didn't create the song. I think Facebook flagged it and maybe kicked us off of the live stream for a second. So, hopefully that doesn't happen
and if it does, be ready to to get. That's why he threw it. Well, he already pushed it on Jason. Alright. That's good stuff. Oh, like that was a pretty fitting song. Dan, are we still online? Are we still online? Okay, just checking. Good deal. Um you will notice, I forgot to clarify earlier that outfield for the baseball field is grass sod. So, the infield is turf Um it's set up where you can play both
softball and baseball on it. Yeah, that was kind of a big deal to make sure that we took care of of the softball league as well. Mm hmm. Yes. South. So. Yeah. This is what you're kind of seeing in in here. Yup. No. The the big gray concrete slabs. They're not painted yet. Yeah, I Yeah. Mm hmm. Yeah. So, the athletic surfacing is coming up here soon. They'll surface those and
paint em and so just not quite shown in in the most recent pictures. So, that was something that was really exciting that we got to do because we were going to do four courts and we were able to add six, two more for six so that we could do competitions. That's cool. We still came in under budget which is really exciting because a lot of our students either have to go to Canyon View or CMU and a lot of times there can be some scheduling conflicts and so this is
really exciting because this this not only affects like Junction but this helps all of our teams and so thank you guys for being able to get those two extra courts in because I know that makes a big difference for all of our schools. So, that was pretty exciting to be able to do that. It is exciting. We've only got a couple months left and and it's been a really good project. Yeah, I think. Really good. To see the the rest of it. Be able to walk all of those the fields and the courts and all of that. I yeah it will be really nice. I'm excited to go to some games there. It's just a
beautiful campus so. It'll be fun to just get to enjoy it and not be working on it all. The time. I must say. Doctor Hill you had a question. A long project but I look forward to the the next one it's Fruda and Yes. Central. Central. Really getting those those schools where they need to be. Absolutely. Doctor. Um yeah. I just wanted to confirm so that the field you said crossing soccer. So that's it's competition size right? It is. Yes. Exactly. Okay. So we could we
could technically I know there's not a lot of bleachers but we could technically but there won't be lights though right? So it'll it have to be a daytime competition or something on the weekends during the day. Correct. Okay, thank you. Yeah, lights I think would have been a pretty penny so. Yeah, their their expensive. Um but the nice thing is that you can always come back later on and add those in. If that's a desire. Alright. Any other questions on the high school? It. Um then we will switch over to the update on the 20
twenty-four bond projects. Um let's see if we can get that back up on the screen out here. There we go. Awesome. Thank you. So, once again, kind of keeping this first slide similar from presentation to presentation, just a reminder of the three big parts to the bond projects. There's Central High School Improvements. In additions, Fruit of Monument High School improvements in additions and then the priority improvement projects or the pips.
So, been really busy with these projects, especially the priority improvement projects The design team has done a really good job of of getting through design in a very compressed schedule and they got the 100% construction documents out here just about a month ago. Um so that the contractors could then price them and get competitive pricing
from subcontractors and you know, proposed guaranteed maximum price estimates. Um so, all that's happened here recently. Um along with the furniture design for each one of the schools happening in this first phase. Um just a recap there are eight schools here in this first phase that are getting work done on them and actually, I think nine now Orchard Avenue Um there was
some needs at Orchard Avenue to get work done really quickly. Some small group rooms and so that got added into this first summer's phase of projects. Procurement. There's been quite a bit going on there for abatement contractors were awarded work. Uh one for some work at Central High School to get ready for the project that will start here next year there. Um one for Fruita or Fruitvale Elementary School, one for Taylor,
and one for Nisley. Two moving companies, were selected Mesa Moving will be handling four schools. Uh two men and a truck will be handling two schools and then one of the the general contractor handling the projects in Palisade, asset construction management. Um they brought on a moving crew under their umbrella. Um those those projects are a little bit different out there and so they've they've got
moving under their scope of work there. Procurement, furniture, that procurement has just finished. Um Office Outfitters was awarded the furniture package for this first phase. Uh and then construction there as I mentioned earlier that guarantee maximum price or GMP estimates were recently completed. Uh permits, permit applications were submitted, submittals are in progress,
And we're just hosting pre-construction kickoff meetings here this week coordinating between the abatement contractors, a general contractors, and and their subs. So, this slide gives you kind of an overview of work happening at each school and under, you know, which general contractor each school falls under. Um can they're a little bit hard to see there on the screen. Um just with the the colors but
Taylor and and Palisade really kind of being to the the larger schools happening out there in the Palisade area. Um and those include abatement work, fire sprinkler ads, fire alarm, addition there at Palisade High School Security Best Cable Improvements and additions there at Palisade High School. Um and then Taylor Elementary gets some breakout rooms and some I believe there's some sped improvements,
some sight fencing Uh work work like that. Mason View and Thunder Mountain are very similar schools. Um very very similar floor plans and they have very similar scopes. Uh fire sprinklers, some playgrounds, playground surfacing, addition of some drinking fountains, capping of the bubble and the sinks in the classrooms. Um so a lot of the sinks in the classrooms have these bubblers
to drink out of and just not not allowed by code and sort adding drinking fountains capping the bubblers. Then the four schools that FCI has and actually now five with Orchard Avenue being in there. Being Chap Field, Fruit Vale, Nesley, Rocky Mountain, and Orchard. Um have a a good variety of work but primarily fire sprinklers, fire alarm, and breakout rooms sped improvements.
Um there's some playgrounds in there as well. Some some site improvements. But that's, that's kind of it, overall review of the the scopes there. Central High School. Um once again, a little hard to see the colors on the screen but the conceptual design and estimates were recently completed for that project and as you'll recall there in the master plan, there was the original
kind of thought was a an L-shaped classroom wing edition up here in the northeast corner of the site. Around the you know, where the tennis courts are at but as meetings were had with the students, with the staff, with the stakeholders, it it seemed as if that wouldn't really address a lot of the core needs being it's very spread out campus and very difficult to get from one side to the other as it is and
you know, expanding outwards wasn't really fixing that along with its very disconnect campus similar to Grand Junction High School was a lot of different buildings that weren't connected just not a secured and closed campus and so the going through all the design advisory group meetings, focus group meetings, the plan was set in place to do an infill here
as you can see in the the darker area on the screen. Um of a two-story classroom wing. So, there's Federer Hall is this building right here and the there's a a portion of it right here that I believe is was an addition at one point. Um both portions are are older. But the plan is to demolish that south portion of
Federer Hall and build back a two-story classroom wing here in the center, kind of the heart of the campus. Uh and then take admin which is currently over here and shift it over over here. Create a new secured entrance into the building. Um so an entry here. Two story classroom wing and then there I believe there's classes up here.
Some renovations to the wrestling area and then because this this portion right here is currently a locker room that would also be demolished and then put back over where the current admin area is. Um this way you get one kind of main secure entrance where admin is at and it's close to the classroom areas. And then you've got still
possibility for a after hours kind of events entrance over on this side with access into the gyms, the auditorium, and you can kind of section the parts of the school off. You can close down, you know, the school side events in the evening. And then you've got all of your teaching, your classes, your learning areas here centralized, closer to each other, not so spread out, all under one roof, and then the
Federer Hall would get renovated into some classrooms as well. Library, I believe would be, I think there's the library spaces right here kind of in the center on the first floor. Along with that, there'd be some improvements to the cafeteria that song defined as as of right now. You know, it's still actually this week, tomorrow, lots of, lots more meetings with the user groups to further define spaces, really, you
know, diving into the details as the schematic design progresses. We're hosting weekly OAC meetings, stand in touch with the the contractor on pricing as the plans develop. Here come about mid June or so we're supposed to receive the schematic design then it will go out for some pricing just checking to make sure we're still on track to be within budgets. Um that's expected to be
done by mid July with then the the plan would be to have a presentation to the board on August 5th at that board meeting. Um probably have the architects here and dive into the details a little bit more. Michael, what the green areas? The green areas. I am colorblind so that's not a great question for you. Just south of the of the dark portion and it's just are just you know the south. Here. Yep. So there's there over there
where the little exes are. There's a square up here above and then there's some. Yeah. Like behind all that up there. Like this and this. I I want to say that's just like grass. I think that's outside of the. Maybe grass because it's at the entries. So I'm wondering if it's an awning or. A canopy of some kind or I'm not sure if that was in the I don't know. In that conversation. Okay, it's a little, the text is a little small and hard to read at the moment. I can get back to you on that, Angela. I don't believe that that structure. Okay. Um but I
can get back to you on that. I'll be at the meeting so. Okay. I'll be fine. Okay, I just want to reiterate some things that Mike has already talked about in the in the plan that we have currently. The the adjacency of classrooms to the administration office has changed in this design and that's intentional. What we have right now currently is is classrooms that are very far away from administration. And so this creates a much safer and secure environment for getting to students quicker. Um
having better access to the classrooms. Everything again as you mentioned is is closer together rather than a hike. You know any of you that have been there you have to take a little bit of a to get to the classrooms whether it's at the end or through Federer Hall there were little feedback Alright. Thanks. Yeah and another thing too is I think this sets the district up before long term, you know, down the road expansions. Right now, with the
buildings all being scattered and spread out, it's it's really difficult to come in and and and providing addition without, I mean, it's just see but with infilling this area, if there's ever a need to come back and add on to the north side of one of these classroom wings or build back where the current two-story structure is. I I think there's that flexibility. So, this was really, sorry, go ahead, Andrea. This is, so this takes up that whole
metal open courtyard area or does that still leak? Courtyard is still open. Still leaves it there. Okay. That's yeah, there there will still be this courtyard area up. Oh, it's okay, the courtyard's to the for that. Okay. That was something that they wanted to keep so that was. Mm hmm. It's nice to have that. Mm hmm. As long as everything else is is connected so that kids can stay inside and not have to cross that area. Yeah. Um it was it just kind of for the community. It was an interesting journey to go from kind
of where we started with taking down the old building and really just shifting it. Mm hmm. To having to go kind of start from scratch because that really was not feasible to attach the building Connect everything. And so this is this this looks great. Um compared to where we started with. This is this is much. Yeah. More sensible. And and I just I just don't think anybody saw it as we were beginning the project. But once we got into it it became obvious that
what we initially intended wasn't really going to work well. It's really going to be beneficial. This is really going to be this is really going to change Central High School. Mm hmm. Significant way Yeah, it'll look great from the front. Yeah. Fresh oak, fresh entry. Yes. I think we'll really. Nice face lift. Uh huh. Really make it. Um the only, I do have a question. Um is there room in the budget and and are we remodeling bathrooms? Um so there will be no bathrooms in the
whole building. I saw that is one way to take care of that problem. Good job Micah. Micah. Uh there there will. Very innovative. There will be new bathrooms in The new portions. The new area. Locker room area. As of right now. I'd have to take a look at the extent of what's maybe included in the cafeteria remodel. But there's not anything in there at the moment to remodel bathrooms outside of these areas. Outside of the scope
of work. Outside of the scope. Yeah. Uh it is something that we're hearing a lot. It's something I would be very interested in if we can. Mm hmm. If we can if we can squeeze a little more. Mm hmm. Out of this. So, I'll be I'll be there to start squeezing next week. Okay. Sounds good. I can't wait for your voice to be there. I, yes, I'm sure you cannot. It's a hybrid. It's been coming up at a lot of meetings. So, I I mean, I've been in them and. Yeah. I think it, I think it would, be prudent too. Mm hmm. We
understand. Do some things there. There's lots of plumbing issues there. Um. Sure. Looking at the main sewer line is a part of that. Okay. Uh that runs from the west of the billing clear through the under it and the east. Um we've had issues with that. Um Federer Hall, just got a call the other day. There's literally brown water coming out of the faucets. Um. Excellent. Well, now is the time to fix those things. We understand that there's. Yeah. There's some bones that need to be fixed too. Good. Okay. Yeah. Thank you. Yeah. Somebody has if somebody is in a wheelchair, how do
they get up to the second floor? So, there will be elevators going to the second floor. Do you know where that will be at? By chance? What's that? You know where that'll be at in the. Yeah. Was to the entrance there, I think. There was going to be two areas I think one around here. Yup. And then one towards the back over here. B 2. Mm hmm. Wonderful. In for people who want to go to like you said like if they go on and go in the gym after school hours the entrance there will also have a ramp for
wheelchair, accessibility? Yeah, I think that that will have to be something that's considered. I haven't looked at that specifically but I think we'll definitely want to make sure that is eighty-eight. No, that was, that was such a big reason that we needed to make these upgrades to Central High School so. Absolutely. They're going to be. They have to be completely ADA compliant when we're doing this much of a remodel on the. Cuz if you keep it the way it is currently, they're just theirs. Mm hmm. And so, a person in a wheelchair cannot get it into that
classroom that way. So. You're correct. Yup. Yeah. Um so, there's, I mean, it should be an improvement to the current ADA situation at that school. You know, as I as I recall this north, two-story classroom building in order to get into that right now. Student has to go outside all the way around and up to the second Lord that way. Um. Can't get in the second floor. Uh you can't get in the second floor. Second floor is not accessible there. To your point, Jose, the there will be ramps within
the new section. So, those ramps will be going back and forth in order to change. There's a large elevation change from north to south. That's why we have all those stairs. Uh so, there'll be a lot of ramping installed in this renovation as well to make all those areas accessible. They do want to make sure that if a child or a parent wants to go to a a game or a wrestling match wherever. Yes, sir. It would have the accessibility to be able to go into the building. Absolutely. Yeah. We have to do that, right? I mean. Yeah, it's. It's a non-negotiable. It's the whole building. Yup. Gotta follow all the
rules at that point. It's grandfathered in. Yep. Any other questions on Central? So then oh sorry I I forgot there's a slide in here with some of the floor plans. Once again pretty hard to see. Um these are in the slide packet if you guys want to take a look later if you have any questions. Um would be happy to answer them. But you can see yeah the I believe an elevator here and I
want to say here. Yes I believe. Um you know wrestling room. Uh remodel, classrooms, remodel of Federer Hall Uh things have changed some but still the library kind of center area. Some classrooms, admin upfront, and then, yeah, you're you're not having to go outside to get to anymore the classroom buildings. Um provides more of a heart to the school, central
area. So, then, last but not least, we've got Fruita Monument High School Uh the process is going somewhat in parallel to Central High School just a little behind but conceptual design was recently completed on that as well. The conceptual estimate is in progress. Should be seeing that here this week and then we'll transition into this schematic design. Design advisory groups and user group meetings are ongoing.
And similarly, you know, we'd like to be able to have schematic design and the estimate completes to be able to present to the board here first week of August along with some community type open house for each of these projects. So, here you get a little bit of a floor plan of what Fruda Fruita's improvements would look like. Um down here in the southwest corner, there would be two
Science Labs, one biology, one chemistry added along with two science classrooms for a total of four science classrooms down here. Um science, prep and storage, some restrooms added here, hallway. Once again, Fruita is very similar where there's a bunch of outbuildings and the goal here is to connect them. Um while providing some adequate classroom space. So,
up here, there's an addition around this building to enclose it, get everything under one roof. Here in the center where science classroom is currently are, those classrooms would then be renovated and there's currently this corridor that comes down right here and then dead ends that corridor will be taken through to help provide ease of access. Um and then up here in this
area of the building, there's currently an outbuilding over here, the ag building in between that and the main building, there will be an addition with more of the VOAG Um I just forgot the word CT classrooms. They're all. Yup. Yup. Shops, business, engineering, all those type classrooms will be in there. Then, with some renovations in here to make all that classroom flow work properly.
I think Doctor Hill has his hand up. Oh, sorry about that, Brian. Oh. Doctor Hilton. Oh that's but that that's been up for 30 minutes. I apologize. Oh. How'd your sense of humor is strong tired? After 12 hours. Yeah. I just never took it down from when. Okay. I apologize. Okay. Just wanted to make sure we weren't missing you. Okay. Thanks. Okay. Any any questions on this design? No, I just want to say that. I just want to give a shout out to all the teachers and staff that
participated in getting this right because there were many changes and many auditions of kind how this would really work best and what was most impressive to me was their concern for each other. Yeah. Was really impressive. You know, no, we could get by with this. You need that more. I mean, it was really such a a great community effort for them to come
through and I mean, really put a lot of thought into what's going to best serve their students in in these and and keeping in mind that we really did need to be super responsible and make these dollars go as far as we can for everyone involved. So, it was very, it was really nice to see that in action. I would agree in the design team, I think, did a really good job listening to all of that and putting together a design that was
affordable. Yes. It very well done and you know, there's a lot of ideas upfront that wouldn't work and this turned out to be even those conceptual at this point is still a really good design there. Very exciting. And I also appreciate that. Our students will be safe. Yeah. Enclosed. Yeah. Absolutely. It'll be enclosed all. You know, if they want to get in, it's only one way to get. Absolutely. I I think I think that's wonderful. This allows
everyone under one roof and also gets rid of the two modulars that we just added and also the two modulars on the east side. Um so, those will go away as well as we're adding enough space to replace that. So, you're right. Everybody's under one roof and and safe and secure. Not to go back to Central a little bit. Um are there is there any talk about the tennis courts and the fields and the tracking field for for those guys out there? I know that there there's a lot of concern that they have to leave the premises to go to Stoker to practice
and Yeah as far as the tennis courts go I think that there's some money included in the budget to replace those at the moment not I don't believe it's six. I believe it's four and once I think that's something similar to Grand Junction High School maybe there's an area where those be added. Um as for the maybe the track and feel, I'll let Clint speak to that. So, I'm not sure what the long-term plans are there. Doctor Hill, I think you had your hand up. You
had a question. Yeah, Um well, actually, in newsroom made me think of this, Michael. So, for tennis, yeah, you're right. We'd have to we'd have to I think originally we we looked at four courts because remember those courts that are there now, that was a partnership between Mesa County and the district a while back. So, I think the original was just to replace the existing quartz because of the design. We were just going to move them. So, if we were going to add two more for to be able to have competitions, we'd have to have that conversation on whether or not there's funding there. I I would say,
I appreciate the question about the the tracks, the all-weather tracks, and the and even a turf field. Um you know, we were able to do that at junction because there already was a track there and it was resurfacing and then we had the funding there to be able to do the the field that that has been something that has been brought up by multiple schools. Um about one the issue around the fields is when you use the fields, grass fields in the fall and they get torn up and you don't have as many fields available
for spring sports and so it becomes an issue for, you know, if the if a boy's football tears it up in the fall and then some of the girls sports in the spring don't have access to the field that becomes an issue. So, we've had some conversations about is there a possibility of being able to put in at least one turf field at the other three high schools. Um so, we could eliminate that issue and then the same with the tracks, you know, the I'll just be honest. I think it's kind of crazy that our high schools have dirt tracks but I'm also from Texas where sports is everything. Uh
and so so it's it is an issue because to your point VP Jones you know track and field students or athletes are having to get on the highway and drive to Stoker and that's a safety issue. And so we're trying to find out ways to eliminate that. And then the other issue too is we had teachers express to us that that's also an ADA one because like some of our special education teachers, they want to take their students in wheelchairs outside and out to do laps on the track and they can't even get up onto the track and once they do, it's gravel.
So, I think if there's an opportunity, that is definitely something that we want to explore. We've had conversations and we back to the board and talk to y'all about it but if there's if there's opportunity to do that, I know we have all-weather tracks at the I keep, it looks like I'm cutting out. Sorry if I'm cutting out. Um all-weather tracks at all the high schools and then potentially a a turf field as well as well to take care of some of those issues. Sorry, I I look like my friends grows or a screen froze. I'm just going to quit talking. I'm
going to mute. I'm going crazy. We caught we caught most of what you said. And I've had some preliminary discussions already with some folks that we might have some opportunity to get some grand dollars for for tennis courts. So, looking into that right now. Yeah, I think, I think if we can, find the funds to do that. I think that's been a priority for everybody to because it, I mean, like Doctor Hill said, it checks a lot of boxes for, you know, girls sports, guy, you know, all of our sports, special
education, you know, lot lots of things and it it avoids kids getting on the roads and driving, you know, so, check mark safety and security. So, I think it's something we'll try to see where we can maybe save some dollars and get one each of those at our schools. So, we'll certainly see what we can do. So Cool. Great. Thanks for the update. Any other questions? Do you have any more to. Oh. Nope. I'll add something that wasn't on your
slides with the pip projects. Um well, we've gone through the pricing and and looked at all of our GMPs. We're we're sitting really good with our with our funds right now and our budget And so I I just want to note that. That some projects are a little higher but most of them are under budget. Um and so overall we're seeing ourselves in a in a positive place. Good job. That's good to hear after going through Grand Junction and holding our breath. Prices were escalating faster than we could keep up with. Yeah. It's good to hear this.
So, I mean, do you feel like that stabilized across the board a little bit? Well, there's always unknowns, right? There's always things that we can't anticipate but at at the moment, the things look really good. Just the pricing on things is really what I'm mostly talking about. I mean, we were watching escalation to to everything whether it was building materials, furniture, whatever. I mean, we were scrambling to lock in on those things because every week, they were going up and that doesn't seem to be quite as crazy
as it was there for a while so. We've still had some concerns with with the tariff discussions and some of those things and whether or not prices will increase there but Yeah. Yet to be seen. Fire sprinklers for all the schools. You know, we're able to work with the general contractors in their subcontractors who work on getting that material ordered early before those were impacted by any tariffs and similarly with furniture, we're trying to get that ordered as soon as possible. Tryna
work as much as we can to make sure we're not getting hit with those but like Clint said, yeah, there's there's definitely unknowns but we're we're sitting good right now. Okay, thanks. Yep, of course. And one last thing, we are starting to plan for the twenty-six twenty-seven. Mm hmm. Uh bond so that's also in the works. Great. Great. Gentlemen. Thank you, guys. Alright, Andy, if you'll join me and I think my ricotta friends are
probably here by now. We sure are. Oh. We made it. You made it. Awesome. I gotta say here. We do slides. Alright. So, next up, we have our bond and security system presentation. So. Yes. Alright. Alright. Thanks for having me again and I've got a few new friends. So, Andy Means, our director of safety and security. Andy, sorry, Anthony Magliaquino. Did I get that right? You guys. Well, alright. Well done. And of course, Eddie Moore and Anthony is with
Vercata and so, he'll answer all the tough questions. So, alright. So, we just want to walk you through some some of the safety and security work that's underway across the district Uh with the support of the bond, we've been able to make some real progress updating updating our systems, improving consistency, and putting tools in place that make our school safer for both students and staff. Uh this is a quick overview and highlight of where we are, what's coming next, and how we're stretching dollars to get the most impact. Alright, next. So, we're
excited to walk through some of the key steps we're taking to make our school safer and more secure. Uh again, thanks to the bond, safety, and security was clearly a top priority for our community and we're building on that em right now. We'll start by talking about how we're improving monitoring across campuses, upgrading cameras, expanding coverage to help staff respond quickly when needed. and then from there, we'll cover the new outdoor intercoms and allow us that allow us to keep our doors locked while still being able to see and talk to visitors before letting them into
the buildings. We're also adding visitor management systems to every school which means there will be a digital check-in at every building. Instant alerts and better consistency across all of our buildings. Another big part of this work is making sure that everything ties together with our partnership with law enforcement and emergency responders. So we're all on the same page. Uh we'll share the roll out plan, what that looks like, and how we're supporting schools during that transition. And while the bond is helping with this, we're also looking into grants and other
resources to help us and go even further. And finally we'll wrap this up with a reminder of why it matters. Um above creating spaces where students feel safe and staff feel safe. Alright, so keeping students safe. Um keeping students and staff safe is at the heart of everything we do. Uh when when the passing of the bond with the passing of the bond, excuse me, it was clear that safety and security were our top priorities. Not just for schools but for our entire community. We know the
world is changing and so there are challenges that we face that we're and we're taking a proactive proactive approach to school safety. From upgrading cameras and intercoms to improving how we manage visitors. We're investing tools to help protect everyone on the campus. On campuses. Uh we're also working closely with local law enforcement and community partners to make sure that we're we're ready to respond when it matters most. And most importantly we're focusing on long term and thoughtful solutions that keep our schools safe while we're
supporting a positive place to learn and to grow and with that I will turn it over to Anthony to talk a little bit more about what we're doing. Yes, thank you, Clint and and thank you everyone for having me today. My name is Anthony Molly Oquino. I am the representative ricotta that oversees K to 12 projects in the state of Colorado Um as a company, we are in as a technology solution provider about 5500 schools nationwide and I've had the opportunity to work very closely with a lot of them. So, I I feel like I can say District 51 from my
perspective is is pretty unique and I say that because what I observe with with District 51 is really over the last year and a half, multiple departments coming together, putting their heads together to think about how can we harden student safety can we keep our facilities, our students, our faculty safe. So, it it really inspiring to see Eddie and facilities Dan and and Matt and IT, some of the other departments as well really rally behind the security department to spearhead an initiative like that like this. So, here today to talk a little bit about what we've done. So, really started
again about a year and a half ago but somewhere around this time last year, we found ourselves assessing the district for needs. Uh what that entailed was we went to every school in the district. We walked up to every camera in the district which was quite a daunting task at the time. There's over 1, 000 cameras. Um but that was our opportunity to really solicit feedback from not only the security team but also the boots on the ground, the principal, security staff that are local to the various schools to really understand where they saw needs, where they saw deficiencies, and you know, of
course, a lot of this initiative is increasing camera coverage, increasing visibility, decreasing blind spots, so on and so forth, and we were able to identify some some other deficiencies as well. Certain things like difficulty standardizing different security practices district wide. You know, we started to observe certain schools that were going off into their own direction for things like visitor management, some schools that were purchasing things like doorbells to keep that front vestibule locked and secured and you know, and talking to the security staff of the district and Andy's team, that presents some real
challenges for how do we standardize policies, procedures across every school in the district and we really took the the lens of how do we take even the oldest schools and oldest facilities in the district and bring them up to the same standard as far as security is concerned as let's call it a Grand Junction High. You know, even the newest, latest, and greatest technology that the district has today. So, a lot of this, again, about leveling the playing field whether a student goes to, you know, an older facility or whether they go to one of the districts new and and beautiful and big facilities, they are up to the same security
standard across the board. Um so, a couple of things that we noticed while we were assessing the district right off the bat in with with Andy and Tammy and the security office that are often times reviewing footages. Uh couple of challenges in doing so. One of those challenges being retention. Uh so, with the traditional system, with the legacy system that was in place, the district had around 10 days of video retention, I say around because that even wasn't consistent. Uh so, that that really led to a time crunch when video was requested to how quickly
they they needed to react it and capture that video and ultimately export it onto some sort of external to save it for later. Uh so what we've done every camera in the district is now going to be 30 days of retention. So, giving them that that time that they need to be able to find key pieces of video especially if an incident isn't identified the day it happens. From there, we've taken steps to allow redundancy as well. So, not only storing the video on premise but also storing the video in the cloud and allowing for footage to be archived beyond that 30 days. So, if an incident needs to be taken to
court, let's say three, six months down the road, that video is going to be there. Time sta accurately so it holds up in court with various other analytics functionalities to respect student privacy like face blurring, etcetera. Uh you know, other than the the time crunch that they had to find the video itself, it was also an extremely manual process. So, if a piece of video was identified or requested, the feedback for us was that could take hours, sometimes even a full work day just going through and sifting through footage trying to find that exact incident, that moment in time.
So, really trying to put technology in place that that gets that from hours down to potentially minutes and even seconds and I'll talk a little bit more about the ways that we do that. Um You know, other things like advanced analytics, what we noticed with the district was there really weren't any any analytics at all when it came to finding footage. Uh that led to some challenges both with historic footage going back and being able to find a person, a vehicle, etcetera, etcetera and then, in the moment, accessibility to these systems. If there is a real-time emergency, something that the security staff are
responding to, having technology in place that they can leverage in the moment to hopefully reduce response times quite significantly. So, things like motion analytics, things like vehicle analytics, person analytics, etcetera, etcetera and ultimately, you know, our priorities are to create a platform that the the district can train staff on over time of of a platform that they can build policies, procedures, etcetera on that's going to stay up to date with the Times. You know, technology is consistently changing. This migration is is much of a migration from on premise to the cloud and that allows us to put the district in a
position where even five, seven years from now, we'll be able to push proactive software updates out to this system to ensure that the the district security infrastructure stays up to date with the latest and greatest standards. So, Clint, you can probably. Well, before we jump to the next seg, Andy, can you speak a little bit to the time that saved by being able to access video? I actually can. We had an intimate Central High School around three fifty-seven. Have we got that on our old system? Because Central just got
new cameras placed today. It took one of our officers three or four minutes to actually find that piece that we needed where as Barb realizes had that been in the antiquated archaic system that we have. It could have taken a full day or two if not longer to find some of that footage. So, we got it within minutes to give to officers in the school where it would have taken hours to days. Alright? And I think the next one's
you, Anthony? So, on this next slide just closing up my piece here, a couple of examples of some of the analytic functionalities that we're in the process of putting in place for the district. To my left here, vehicle analytics. So, let's say there's a hit and run in a in a parking lot or you're looking for some sort of suspect vehicle, getaway vehicle, etcetera. You know, historically, that involves sifting through again hours of footage to try to find that moment in time with Vercata. Uh we have a lot of different analytics functionalities, you know, leveraging some of the the latest and greatest in artificial
intelligence to be able to narrow down to those moments in time of things like being able to put in. I'm looking for a truck and that truck is red and immediately finds the the clips of video that depicts that image that you're looking for and then to your right, I think this is really powerful as we continue to deploy infrastructure, cameras, environmental sensors, access control, door intercoms, etcetera. We actually tie them all together onto interactive floor plans of the facilities themselves. So, this is really powerful for again, training security staff over time if they're not intimately familiar with the
facilities. They don't necessarily need to be right off the bat with the Vercata system. They can orient themselves to where a camera is on a map of a facility and know immediately where to dispatch. This also plays into working with some of the independent agencies or third party agencies that the district works with as well. Uh these interactive floor plans, they're shareable and for us, that's can we put the power into a principal's hands, an SRO's hands, any boots on the ground, security staff that's on site at the facility that in a situation where first responders
are arriving, not necessarily familiar with the layout. We never want to see them standing outside a facility unsure if they can safely enter. So, with this technology, this allows a principle to via text or via Email, share out this interactive floor plan so they can immediately orient themselves, know where the suspect or perpetrator or incident is taking place in a building and know exactly where they can safely enter and hopefully reduce response times quite significantly. So, just a couple of examples of of what we're implementing and again really
excited about the partnership with the district. I think we're going to do a lot of good. Anthony, why don't you talk a little bit about the door intercoms? Yeah, happy too. Happy to. So, like I had mentioned along the way of assessing the district, one of the things that we noticed was we started going to various schools and right off the bat we saw and and I'll call them Amazon doorbells. Just doorbells that were bought online. You know, it became obvious that you a couple years ago was single points of entry in K12
environments. Now, it's no points of entry at all, right? Even that main vestibule, you want it in lock state during the day. So, a lot of the schools had taken upon themselves the initiative to try to implement these systems and and this just again comes back to to standards across the district. We've got different brands of doorbells. None of that is necessarily over overseen. Lack of oversight by the security department itself. So what we'll be implementing a district wide at all of the schools is video intercom. And what these devices look like, they're devices that will be in the front vestibule. The front door will
be locked. Uh a patron or visitor would have to walk up and that doorbell button. Have a two-way conversation with the front desk staff that can visually see them on both security cameras and the intercom unit itself and then, of course, if it's appropriate to admit them to the facility without having to get up, they can press a button. They can pop that door open for them to to then, you know, walk in and and go through a process that we'll talk about a little bit later in the presentation which is the visitor check-in experience. So when when students arrive in the morning or at the end of the day, those
doors, those front doors will, as usual, we will be open and students will be be able to come and go but during the day, if Andy shows up to pick up his son or daughter for a doctor's appointment, he'll have to hit that button to check in to make sure that he's supposed to be there. Alright, you can. So, the visitor management system, we have a couple of buildings that already have some kind of a visitor management system set up in them and so, parents come in They check in at the visitor management system. They get an ID. Uh
some are just a sign-in sheet. Somebody comes in and they sign in on a sheet and that's kept as a record. This is going to provide consistency across the district. This new visitor management system will tie into the rest of the security system. It'll also be something that can be accessed from from Andy's office as well. We'll be able to know who's in the buildings at all times. Um there'll be real time notifications of somebody is supposed to be in the building and we have record of that. Um again, digital check-ins and
badging. Folks will still be able to get badges in the when they come in. Um access control is improved. Again, with the with the intercom and the badging. Uh we know who's going to be in those buildings at all time. And again, that seamless integration with everything else that Percata provides with the camera system. Alright. Good. And I'll turn it over to Andy. Here's one of the pieces I'm really excited about. Um I think some of you have got to visit the real-time crime centers at the sheriff's office. Is that
correct? So, that's something that I'm implementing within my own department, creating that in in our office. So, to mimic kind of what the sheriff's office and what Grand Junction Police Department has and what this system allows is us to integrate directly with them. So, not only will GJPD get it, the sheriff's office will that fruit of PD will get it. Palisadeal PD will get it. So, this allows them to see and view live. We can send a text if we have
an incident. I can send it to an officer and they can get a live view on their phone within seconds. Um so, this piece I'm really excited about and I've got that set up currently with or law enforcement partners. Alright. So, timeline, we've already talked about some of the cameras that have already gone in. And thank you, Vanna. Alright. So, installation of exterior cameras is already started right now. I think the last time I looked, we're almost at about 400 cameras
that have been installed on the exteriors of our buildings. Um and then that will happen through the end of this month. Then, the installation of interior cameras will begin this month as well, probably at the end of this month and move into the to August and then install of new intercoms that will happen simultaneously with that as well and then the completion of the project in August before school starts again. We'll have everything up and running and ready to go. And then training for staff will start after that and then ongoing training
will continue as well for for staff. Alright. So, here's something I thought was important to talk about too. We had an overall budget for security cameras in the bond for just a little over $9 million dollars and what I can tell you is that when we decided to move with ricotta we we did the right thing. We saved ourselves quite a bit of money and got probably four times the the cameras and access control and
visitor management, intercoms, and so that cost was about $4. 2 million dollars. We have auto software updates that happen continuously and we have a system that's warrantied and will take care of us for the next 10 years. We won't have to do anything with the system rather than just use it. So we're pretty excited about that. I know Andy is. So, that total project savings is nearly $5 million dollars and we want to be able to to redirect that
towards other safety and security enhancements across the district and we'll we'll talk about that as we move forward, right? Um right now, both myself actually Eddie, myself, and Andy are going to be doing, I believe, on the the fourteen of this month we'll be doing best grant application interview. So, hopefully we'll be able to secure some more funding for for some more security projects as well. It'd be great. Yeah. Absolutely.
With how well you guys did with the camera budget That's amazing. So, we're pretty excited. I know everybody is in the office. We're looking forward to getting this. It never goes that way. It's usually well we had this much and it we're, it's going to cost a little more. Yeah, it's going to cost. We're going to get it. So, that's, that, this is a very nice change of problem to have. It's good. Alright. So, any questions? Oh, well, sorry, one more slide. So, a commitment to safer
schools, alright? Creating a secure environment, that's what we're here to do. Uh I think we've accomplished that with this system. Uh we're going to we're pretty excited. Uh it's consistency across all the schools. No more guessing on who has what system. who's using what, who's doing, what everybody has the same thing and we're all working in the same direction and then of course, we're supporting daily learning when people feel safe, they feel better, they're able to do their jobs, and they're staying focused and really that's what matters and if we're accomplishing that through
this project and we've succeeded. Fantastic. Alright, now questions if you have any. Well, Juan, I was really glad to hear that it's going to be connected to PD and Sheriff because that was one of my questions if they're going to have, if they're going to be able to take a look at the cameras and everything. Yup. Uh of live access in their offices. I think that is wonderful. Amazing. Um when you talked about it going for 30 days in the cloud, court probably won't go til 6 months. So, you need it longer than 30 days because just because court takes
forever. Yes, that's correct. So, these cameras, they're recording twenty-four hours a day. They're not just recording when they see motion. That's up to 30 days. Of course, over time, we're going to identify certain incidents. We're going to want to save for longer than that, potentially for like a court date, etcetera. Uh when they're archived to the clouds, cloud storage for the district is unlimited. Uh so, not only six months but 5 years, 10 years down the road, those archived clips could be safe. Wonderful. And I'm creating a backup system to that. So, we will have it in house and not just
the cloud as well. Oh, excellent. Yeah. And so, who's going to be watching the cameras for the district? Cuz it's just going to be you? Good question. Um sometimes, yes, I've taken one of our security positions and created a dispatcher slash security officer who will set watch cameras be able to dispatch certain things that are going on within the district. Um there's a lot more conversation to be had. We're having that. Well, the
boss having that on Friday with GJPD to try and get us our own 8 hundred radio channel. So, now, we do have coverage across the district. We can use that radio channel to communicate effectively across the entire valley. So, that person will sit there and be able to dispatch out incidents, be able to send out live feeds. Um so, I will have a full-time person that sits in the office will be able to watch video cameras. Excellent. Um when somebody He wants to request the video. Right.
That happened. Right now, they send a we have it's sort of a long process but it has to go through the school to send an Email to request or fill out this form when I get my dispatcher, that's going to be revamped. They'll call my dispatch center. They'll request that. That person will find that video and send it straight out. Okay. The camera can you hear the audio of the camera? Also we're just the video. Yes, you can. Okay, that's. Thank you. Yes, you can. You know, a
lot of that you know, we put a lot of the power into your hands on on a lot of these different points like user access delegation. We can get very granular with who has access to what and when. So, maybe principals at a school need only access to their facility and maybe only live access to cameras to where to Andy's point, the person in the security operation center needs a much more granular level of access to the entire district. We can delegate out user access that way and things like camera audio that could the majority of the cameras have audio turned on maybe in some sensitive or more private areas. We want audio turned
off. Um that's something the cameras can do as well. And regarding that is school? Do they have the ability to turn off the cameras? Um I I don't believe Andy would want to give them that ability. For me. There will be levels of access all the way down to each individual person at school so I can I can set different levels of access to each person and at each school. Okay but I just want to make sure that you know there's there's an
assault going outside and principal decides I'm going to turn off the cameras today and we don't have a video of it. That access won't be available at the school level to where they can just turn off cameras now. Thank you. Yes. Um well the security people that are in the building where they have access to the cameras live right then and there? Yes. Because the the the gentleman or the or the lady who is monitoring the cameras. Mm hmm. Uh they have a lot of
schools that they have to monitor. What happens if there's an active shooter say in Palisade and he's looking at Fruda injunction and all them so. It's a really good way that. They're really good question. Is there a way that it's going to be activated? That there's an alarm or something within the camera system? I'm going to let you answer that piece. There's another piece to this that I'm actually trying to add. It's called Zero Eyes. It is a weapons detection system that is actually monitored by ex-special forces
units. So, if they see a weapon outside the building, inside the building, it automatically contacts them and within seconds, My security department would get that but that is on the outskirts of. Yeah, that's right now. That is not in the scope of work right now. Scope of what we're doing. I don't exactly what artificial intelligence piece with with No, I I can elaborate on that. So, you know, throughout this process, we we've discussed extensively things like zero eyes, right? And a lot of this is about putting the district in a position where we've
got that foundation level that over time has these new technologies evolve. We're not having to rip and replace an entire system to adopt them, right? This is a system that can integrate with those technologies. So, the the company that he mentioned is one that could ingest our video feeds and overlay weapons detection on top of provide real-time alerts. There are other real-time alerts built into the system as well. Those could be person alerts. Those are things that we're talking about. If it was, to your point, an active shooter scenario, one thing that we've really tried to prioritize is
how do we reduce response times to the greatest extent possible in situations like that where seconds matter, right? And in some of those ways that we can do that is, you know, with the traditional system, it's hard to pinpoint where in the facility that person is with the bracata system, we can use descriptions of what they're wearing objects that are in their hands, so on and so forth that to put into the system to immediately pinpoint where they are within a facility and then give that level of access to first responders that are boots on the ground without them necessarily having to have a lot of experience using our system. So, I talked about, you know, sharing that
interactive floor plan so those first responders can orient themselves and know where the threat is, know where to safely enter. We can also share, you know, video images of what the person looks like, what they're wearing, etcetera, etcetera and hopefully put law enforcement in a really strong position alleviate a god forbid scenario like that. Okay and and I I really like that that you're able to let law enforcement know when they come in and everything. But we don't have something so that if an active shooter comes in and goes into the office. And takes out the office. There's no there's no mechanism that
we have for security or safety. So that they can notify law enforcement that something is going on currently. Is that what I'm hearing? Well we we do have things like lockdowns, right? Like immediately, what what would happen and this is something the district already had in place that we're continuing with. There's key card readers in the facility that if that key card reader is is is swiped. It puts the school into a lockdown. That would send an immediate alert out to the security operation center that would then be prompted to, you know, essentially camera call up, right? Those cameras are going to come up. They're going to you know, see those
cameras be able to start addressing the incident, be able to start dispatch, etcetera. Okay. So, this isn't going to replace like some of the manpower pieces that we have to have with the lockdown systems or the shelter in place. Yup. We have to have people in place to put some of these things or implement some of this to get on the get us rolling when we have incidents like that. Um so the manpower piece, it will never replace. Um if that makes sense. The cameras can zoom in? Yes. Okay. We did that with Central today. Oh, that's
what I want to know. Thank you so much for all my answering all my questions. Absolutely. So, I think my follow up to director Chavez's question is, do you foresee needing to have extra manpower at some point? I mean, I know. 100% Yes. Yeah. I mean, obviously. Absolutely, yes. Right. I mean, I think we all know that we would like to have more safety and security officers. I mean, we appreciate our partnerships with, you know, all the
police departments but the more, the more we could have our own district safety and security teams, I just, I do kind of wonder how that would actually help enhance using a system like this and so, I do kind of wonder if you have one dispatch person like director Chavez is saying like, you have one person monitoring all of those cameras I mean, realistically, at a at a certain point, are you going to need really two people doing, doing that job or something? The only reason I'm asking is because this is something
that from a board level, it's a T up, you know, for our community to say, this all takes money, right? Because bond dollars don't pay for security staff. Those are mill dollars and so, mill dollars, you know, are in ask that has to come from our community 'cuz those are, those are, you know, dollars that we have to use for salaries and so, these bond dollars that we're talking about can't pay for those salaries. Those bond dollars have to go into cameras and
you know, other other things to for for the buildings and so they they're not going to pay for, you know, a security officer and so, while, I, I just want to give clarity to our community that we can't use these bond dollars to pay for safety and security officers. Um I I would love to if we could because bond dollars are only one-time moneys and so, from the board standpoint, these are things that we have to think about in the future that might come back as asks for our community to say, hey,
we're going to need X number of you know, extra security, you know, safety and security people because now, this will help enhance the system that we now already have to make it that much better which is a which is better for our students because it's that much safer so. You're correct. I guess, you know, springboarding on that, you know, what would and not that you can answer the question maybe fully right now 'cuz I know you'd be spitballing it but it's like, in the perfect world, like, what would make, what would
enhance the system that much better by having the best team possible, right? You know, in each and every school. What I've looked at for future is to put two security officers in every high school, one in every middle school, and then have one for every two elementaries. That would give me security in every school and give staff I don't want to say more sense of safety but it gives us the ability to be more proactive in
our schools where I don't always have law enforcement in every school. Um if we were to double in size, maybe triple, that gives me the ability to put people in every school. Into your it would it would be ideal to have staff. Um we know that with our budget constraints that's sometimes not as easy to do. What I think what we find here that with the silver lining is that we have a system now that is going to be able to enhance what we what we have and be able to utilize our our current staff Um to the best of their
ability I think. Just having this. Not spending the time looking for a piece of. Oh. Footage. Sure. Is huge. So, I mean, the technology certainly helps us make better use out of the out of the. Without, without question. And what we were currently having to do is come to the office to find this footage and that pulls a security officer out of the school. Mm hmm. Will now be able to keep those security officers in their schools and they can find places there. Yeah. No. No, this is great. I mean, we
definitely need to be as efficient as possible with what we, you know, what and who we have. Um you know, I just you know, the board has to be the one that looks ahead and and has to kind of be the one that goes to the community to ask and so, if we can be, you know, looking ahead to say, what can we do to help enhance what we have, you know, we I so much appreciate what you guys are doing and helping our dollars go super far and and helping us make our schools, you know, safe
and secure with what we can do, right? Like, I, that is absolutely spectacular what doing. Um we obviously want don't want to stop. We want to make sure that we can continue to do everything possible that we can with the dollars that we have. So, you know, I just we don't we don't want to just stop there, right? We gotta continue to think about all the other things that we can do. So. Great. I think that's great. If we can find something in minutes, rather than hours, then, that certainly helps, you know, in in every sense of way. So. She does. And
will you have somebody monitoring it like like on Saturdays when there's an activity going on in school or if there's something after school, is somebody going to be monitoring the cameras then? That's the other question I see. So. Sorry. No, you're good. Coming for next year to start the beginning of the year, my team will be on call. So, they won't be monitoring twenty-four seven during the school hours. Yes, somebody will be monitoring but if we have an incident after hours, like,
right now, maintenance gets called out which we're changing my security team will be called out so they'll be able to have access to the system after hours to be able to look at bird alarms or something that's happening. Even access on your phone. Even access on the phone. So your phone can pull up cameras anywhere instantly. Yeah, we automate some of that as well. So, I mean, circling back to to, you know, increasing to the greatest extent possible, the operational efficiency of the staff the district does have at the moment. We can configure real-time notifications
to where like if is supposed to have nobody present on a on a Saturday If the camera spots somebody, you can send an alert proactively to security staff so they don't have to be, you know, watching twenty-four 7. We're doing a lot of the watching for them in that regard. Well, instead of having to physically run and jump to be there, you can put pull it right up on your phone and see if it was something blowing down the hallway or if it's an actual person where they shouldn't be. Exactly. It gives you that visual context. Does this all work in conjunction with our
fire alarms and everything too or is that kind of a separate system or The Berg system. Would it would it pick up if something was on fire? Go ahead. Pick up if something was on fire in a building or a student was like putting something on fire in a building. I don't know like. So so to a certain extent access control, Will, right? Because if if that fire alarm is triggered, there's a relay that's going to close with the access control system to make sure that nobody was locked into any piece of the facility. So, in that regard,
yes. Um when we start to and and we we will eventually be talking about the burglar alarm system as well and adopting it into this platform so everything is on that single pane of glass, that single suite, and there's some tie-ins there that that have to do with the fire alarm system. We want to talk about there as well. Eddie, if if I didn't cover that. No, I I think you're you're there. Um it will, it'll help us as well. We can tie into these cameras as well. Um so, we can see if there's something going on. Um as Andy said, right now, we're we're one of the first to respond on a
burglar alarm. And so, we're going, we don't go in the building, we wait for police or somebody else to come in at that time. So, we're changing that protocol but to go back to the fire piece, this will allow us to pull up camera and see if there truly is something going on. If it's just a CO alarm or what are the mini alarms that we have within each in each building, one of those are if there's a flood, so we have flood alarms in our basements as well As as happened at Grand Junction High School previously. Uh so, we can now pull up those cameras
and truly see if it's something going on or a false alarm. Okay. It's great. I just stems talk to which so it's great. And if I heard you correctly then if it's if there's a community event going on at a school on a weekend or after school nobody's watching the cameras. But if something happens like somebody breaks into a car you can go into. You can later on somebody can call you and request a video. Correct. Correct. Yep. Yeah. Correct. It's exciting. Any other questions?
Great. Well. Thanks for asking. We're glad you Yeah. Rector Chavez. That's great. We're we're glad for your questions so. Director Evanson didn't even have any. I think he stole them already. So darn thirty. He had some good questions but I have questions that I don't want to ask. Oh. In public. Okay. There's security purposes for not asking those questions. Alright. Well. Fair enough. I'll ask some of those later. Okay. Well, once once we get everything going in the in our district real crime center, we'll
have you guys over to take a look at what's up because it's going to be. Yeah. Pretty fabulous. Yeah. It's great. Well, thank you. That's great. This is all good. Anything we can do to make our schools more secure is very exciting. So. Alright. Job saving money, Clint. You're on a roll. Whoo hoo. I know. I mean, our utilities and oh well, Doctor Hill was off and now he's back. Is he, is he, does he have a question? Amy? I just, I just wanted to say and maybe it was said when I got kicked off, I just thanks again to the community and the
voters for passing that bond because these are the type of things we can do and when we're able to, we can make our school safer when when we do things like pass bonds. So, thankful to our community. Yes, thank you for that reminder. So, alright. Alright. Thank you, gentlemen. Appreciate it. Thank you. Alright. So, next up, performance contracting? Performance contract law. Clint, are you just here all night? I am. I'm here all night. Alright. So, we have Caleb Shin with Schneider
Electric joining us to talk about performance contracting. If you remember, back in December, we did a presentation where we told you we were going to start doing some building audits and going through all of our schools and seeing where we could save some more money and so we're at that green area right now where we're going through the auditing and and getting through the buildings and yeah by the summer of twenty twenty-five, we should be able to finalize this project and then come back to you guys and have a
discuss about a project approval and what we plan to do with performance contracting whether it's lighting, building automation systems, whatever it is we end up doing and then we'll start project construction in the fall of this year. So, with that sir, I will turn it over to you and you've got the com there. Perfect. Is this? is on? Yes. Yeah. Alright. Thank you, Clint and thank you to the board for having me this evening. You are here. As Clyde mentioned, we are
in the auditing collaboration and design phase. Um this is a very busy slide because we've been very busy these past couple months. Um from an auditing standpoint, we've had a handful of different disciplines out here on the engineering side. Uh automation, mechanical, solar, energy, and electrical. We've looked at over thirty thousand light fixtures. Um we've looked at several years worth of utility, billing data, over at over like 50 different
meters. Um on the mechanical side over 500 units and then 1500 different control points. So, we've been very busy getting behind the walls, getting up on roofs, auditing, and looking at equipment, all with the goal of understanding the district's energy consumption which kind of then tells us where there's opportunity to create efficiencies and improvements. Um so, that's kind of the first part of it. It's understanding where the improvements exist and then, it's collaborating with these guys and the rest of their team to understand of the facility improvements to
drive savings. Which of these things are we actually interested in doing? You kind of you want to juggle energy savings with improvements to the functionality of a building. At the end of the day, we're here to educate kids. That is more important than energy savings. So, the collaboration with these two Keegan and Tony and some of the department heads have been instrumental helping us design our scope of work. Um as far as with the collaborations look like, we have bi-weekly OACs. We have major milestone meetings where you get really into weeds on
measurement and verification, savings methodologies, really fun technical stuff that if Keegan was here, he'd be getting pretty geeked out about. Um. Yes, he would. We've seen it. Uh so this is a state program. There are state mandated meetings that we need to have where we do involve the energy office and then when we get to the end of the design phase, our team, our engineering team submits basically a report on the audit where the state will go ahead and they'll look at all the technical scope, the pricing, the savings, and make sure everything is
kosher before we can move forward with the final project. Um so that's going to be happening here towards the end of summer. It's cost and savings get finalized and one more piece on the collaborations side and Eddie's helping spearhead this. So, the the scope that we're looking at, yes, it's energy savings but most of it impacts the physical learning environment. So, when you think of a classroom, you have the physical climate, right? The heat, the heating, the cooling, kind of the climate of a space and then, the lighting. Um the scope that we're
looking at is not just to drive savings but also to ensure that those things are optimized for learning. So, when our electrical engineers are in there, they're holding they have these monitors that get like foot candle readings to make sure that the candles at desk level or I think it's between 45 and 55 foot candles which is like the optimized level for learning. So, all of those things are happening and we want to make sure that we're including staff, teachers, principals, the folks that are actually going to
enjoy the benefits of those improvements. Um there are a ton of different ways you can configure a lighting retrofit in a classroom. So, we want to ensure that we're getting their feedbacks that we're making sure that a room isn't too warm or too cool as far as the color temperature of the lighting. So, Yeah. So, just add to that. So, we're talking about educational adequacy in our bond projects and we are doing some work on educational adequacy when we're doing our remodeling but this is educational adequacy from a lighting level that is not affecting
bond dollars. We're not having to use bond dollars and we're changing the lighting in the classrooms to to make it better for students and learning Yeah, yeah, and I probably should have revisited that when I started the, the whole idea of this project is to fund all of these improvements within your existing budget. So, within the, the day-to-day operating budget, you're basically able to take utility expenses, current utility expenses, and instead of continuing to send those to Grand Valley Power, to excel, you can reinvest those back into your
classrooms. Um, so that's what we're doing here, and I won't go through the more technical pieces up there, but you've got the front end of the BAS and some energy modeling So, Clint has mentioned building automation systems or BAS and I will kind of quickly do a crash course on what that is Um the vast majority of the scope that we're looking at today is lighting and building automation system. What is BAS? Uh the simplest way I can describe BAS is that is the brain of your of your Hvac systems,
right? So, when it's functioning, it controls the physical comfort of the learning environment. It makes sure that this classroom space is not too hot, is not too cold, is properly ventilated, and when these spaces aren't being used, we don't need to run that boiler at full tilt, right? So, it helps you extend the life of your equipment while also ensuring that the spaces are comfortable. It is also an early warning system. So, when you have your control, when your controls are functioning and you're looking at your front end
which is kind of like the hub where you can view everything, it'll tell you if a damper at Fruit of Monument is not working and then you can go so that it diagnoses the problem, it isolates it, you can head out there, and then you can go fix that problem. When it's not functioning, and it's not communicating with those different control points, you have a much harder time diagnosing the problem, which makes a much, it creates a, longer, I guess, runway of fixing the problem and I guess lastly, when you
have a functioning system, it allows a small team to manage a massive system and and you guys have 40 plus schools. So, a functioning system allows Keegan and the team to really keep everything tight and under control. And that's Keegan behind the curtain, right? Yeah. And we have four folks that manage all those systems across the district and I don't know if either of you want to speak to kind of the current situation. Anyone should take that? I can. Um Timed out. Pull it up.
Switch. Eddie. Uh so, yeah, I can answer that real quick. Um so, our system now, we have two very antiquated systems that I'll try and talk to each other into a one one major system and so that allows Keegan and and the supervisor of the of the mechanical team to kind of monitor that each morning. So, the guys do come in, check each building, see where each building's at, Keegan's done a fantastic job as you can see when he geeks out on his spreadsheets of of managing those windows when we have our Hvac systems
on or off. Uh previously, we had them running a lot longer. So, most of our buildings start up at 6 AM. So, our guy, our guys get there and Keegan gets there at 6 AM. We start looking at all those. Did they come on right? Did they not come on right? And like Caleb was saying, if they don't, we can now look at that system and say, yes, I need to send a guy out here. We need to send a guy out here. If that system is not working and we cannot monitor that, then, we're truly sending guys out there and walk in that school trying to figure out what's on. So, an automated system like this, the the building automation system is key to
our success especially on the aging units that we have on top of our buildings. Yeah, there's there's just this inconsistency again across the district with some of our systems. There are little antiquated and and need some updating. Thank you. Um on these next two boxes, we're going to kind of talk through what we're looking at as far as including in this project scope on the building automation side. Uh it's funding as much BA or building automation system replacements as we can, extending the system to areas that are currently unserved and that
of course will help extend the life of the existing equipment or any new Hvac that's going in and as far as some of the work that Keegan has done to save money, as the system continues to fail, those savings will deteriorate and by kind of updating the system, you're also ensuring that those savings that he's generating will kind of, he'll be able to maintain those and ideally, increase them with more function or a better functioning system. Um and
then a lighting scope, you're looking at interior and exterior lighting, retrofits district wide. As I mentioned earlier, there are improvements still or benefits to the physical learning environment that you get with those lighting retrofits. Uh there's currently a state light or state fluorescent lighting band. So, this gets you in compliance with that ban and as you'll see towards the bottom there and just more good work by Clint and his team. This lighting scope will put the district in a position where you can capture over a million
dollars in financial incentives kind of outside of just the savings of the project. Any questions on the scope? So, this is outside of all of the technical things that we're looking at. We do have a a few upcoming activities a week from Wednesday. Uh we'll be out at Orchard Mesa with some of your students hosting some student engagement events. I think there's 400 or so students that will be getting together with and hosting some activities with and then Thursday June 5th, we have a kind of Schneider
annual day of service and we're having that in Grand Junction this year and that will be happening at East. Um we'd love to see anyone out to either of those events and oh good. I was going to say Lisa with Purchasing is pretty excited to have you guys out. I think this is a big job for them. The book giveaway Um so the extra bodies to do some moving of books is going to be really appreciated. Bring in like a dozen able bodied people and we're bringing dollies and the whole nine. It should be a fun time. Yeah, it'll be good. Thanks for doing that. Um on the
public engagement side, so these obviously aren't just 51 specific at all but two different school districts that I've worked with here in Colorado wanted to find a way to engage the public and kind of tell the good news story about this project and it's most it's deferred maintenance work, right? So, it's not a terf field. It's really easy for the community to see. So, they asked us to kind of take their branding, reimagine it, and build like district-specific branding tied to
the project and to both of these districts, community transparency, and fiscal responsibility were very very important and again, this is a project, at least in both of those school districts instances, improving, improving classrooms, improving learning environments, tackling deferred maintenance, and doing so while also saving millions of dollars in taxpayer funds, those were they just wanted to kind of get that that new story out there. Um so, with District 11, we hosted kind of a green summit. We
involved local businesses, the local utility, a bunch of schools showed up and we kind of talked about the project and how the district leadership was making a good a good decision like from a fiscal responsibility standpoint to move forward with the project that would save all of these dollars and then at Canyon City they actually had a bond they were getting ready to campaign for in about a year and so they brought in teachers, parents, students, even the mayor and we kind of built out this video again. The idea being,
hey, we want the community to know that we're doing here. This cost savings project is a part of that but noone really knows. Everyone just thinks energy. So, let's kind of talk about what this is actually helping us accomplish and let's talk about how this is improving our classroom. So, we haven't quite gotten there. Uh we haven't quite gotten to the place where we're talking about what public engagement would look like here but there will become some opportunities to kind of talk about what this project helps the district accomplish as we get further into understanding the scope and the
saving And I think that's all. Alright. Any questions, Board? Good work. I just want to thank Caleb and his team. Um the master plan gave us that 20, 000foot level of where we're at as a district. Uh Caleb and his team came in and gave us that 10000 foot level so we can really dive into our lighting, our Hvac, all those things that we just needed a deeper dive so we can say, yes, it's this unit or it's this
roof or whatever that is. Um so, we've got that deeper dive now. Thanks to Caleb and his team. Really great compliment. Alongside of some of the other upgrades that we've made such as the Facilitron. Mm hmm. Um software that that we're using to find those efficiencies with our buildings as well. This I think, really, compliments that upgrade so that we don't have Hvac systems running when they don't need to be and and stressing our systems and and and
costing us extra money for those things. It's like turning the lights off when you leave a room. You know, when when everything gets more automated and and can be controlled outside the room. Absolutely. It it gets much more efficient. So, thank you for that. We should see some good savings. And in parallel with the like I said earlier, the Bond Project and not being having to use bond dollars to take care of our lighting. Yeah. Um. Huge. It's it's a big deal. Yeah, that's wonderful. Yup. Thank you. Thank you. Alright. Thanks everybody. Thank you Alright.
Or do you need just a quick break? Okay. Cuz we've been here since four so I think okay. We're going to take just a quick 10 minute 10 minute break. So we'll be right back. Started. So, next up, we have our strategic plan update for with professional learning. So, Jen, go ahead and take. Hello. Yes. It is my pleasure to bring to you this evening your last strategic plan update for the year. We've had one every month. We've gone through the nine, well, not every month. I think we didn't
have one for December and and I don't know if we had one for August but we've had one multiple months and this is our last update on our current strategic and it's on prepared and supported staff, Nikki, typically supports, are prepared and supported staff but embedded in prepared and supported staff is professional learning and so, professional learning is undermined and Jackie's and here is our professional learning staff and
I will be their clicker. Great. Thank you. Um so, the objective of our professional learning priority area in the current strategic plan is D51 educators and leaders engage in professional learning that leads to students mastering the academic standards that supports those academic skills alongside life skills especially those aligned in our graduate profile and also that supports educators in effectively responding to the needs of all groups
of learners. And and Jamie I forgot I wanted every time you guys speak, if you'll introduce yourselves. That would be important. Uh so and so, here are task force members which includes myself. Um I'm Jamie Burnham. I'm the assistant director of Elementary Curriculum Professional Learning and with me I have Sharon Collis. I'm one of the area directors specifically elementary this year. Nikki Johnston, secondary director of professional learning. And Linnea
Holschoff, the coordinator of Culturally and Linguistically Diverse Education. Thank you. Um so, as you know, District 51 is one of only a few school districts in the state of Colorado to have a positive trend in academic outcomes since 2019 or pre-pandemic. And that doesn't happen by accident nor without the commitment of educators working together to establish common goals. high expectations, and shared accountability for each and every student's learning. As we look back
on our progress against professional learning goals over the last three years, the work of teacher teams and what we call communities is something we want to pause and celebrate. Professional learning in D51 includes not just traditional workshops and training sessions but the everyday ongoing collaboration among educators within these learning communities. Support for learning communities is professional learning because it is through this collective effort. Setting shared goals, analyzing
student work, designing responsive instruction, and holding one another accountable that educators deepen their practice and grow their impact. This job embedded model of professional learning ensures that growth is not an event but a way of work. It is how our staff learns with and from one another, directly connected to real needs of students and it is a major driver behind the sustained improvement in our academic outcomes we see today.
D51 has invested in job embedded professional learning, prioritizing support structures that are integrated into the daily work of educators. And Sharon and I will talk a bit about those now. One of the biggest drivers of our progress has been the work of our instructional coaches. Coaches provide personalized on-the-ground support, meeting teachers where they are. Co-planning, modeling lessons, and facilitating professional
learning and learning communities. This day-to-day partnership ensures that professional learning is connected to real classrooms and real student needs. Another critical structure is our early release days. We've dedicated this time to specific learning and collaborative planning, making sure that teams have protected space to deepen their instructional skills, analyze student data, and plan next steps together. It's intentional time that strengthens
both individual and collective practice. We continue to maintain networked improvement communities or NICS made up of each school's instructional leadership team. These groups meet five times per year to engage in continuous learning and prepare the school's instructional leaders to take what they've learned back to their schools and lead initiatives with their own staff. It's a key way we're building
leadership capacity across our system. At every grade level, in every building, we've built strong learning communities. These are teacher-led teams focused on setting shared goals and analyzing student learning together. Learning communities are the heart of our job-emed model. They're where collaboration, accountability, and instructional growth come together every week. Finally, we've strengthened our instructional focus through
on-site visits from Strive Literacy Consultants. These experts work directly alongside teachers and coaches to deepen understanding of evidence-based reading practices and to refine classroom instruction in real time. Their partnership has helped ensured consistency and rigor in kindergarten through fifth grade reading across all of our schools. By aligning this professional learning across all sites, focusing on kindergarten through fifth grade reading
instruction, we achieved notable growth and increased achievement in K through five reading. This progress underscores the impact of a sustained system-wide approach to professional learning. One that ensures that every student benefits from high quality, evidence-based instruction. Justice Elementary educators have sharpened their focus through learning communities, secondary teachers across D 5 one have focused on data-informed instruction as a
foundation of their professional practice. Secondary teams have worked to establish sustainable, enduring, instructional routines that are consistently informed by real-time data. And Nikki's here to tell you a bit more. At the secondary level, one of the major shifts we've seen is the regular analysis of common assessments and student work. Across areas and grade levels, teacher teams are coming together to review real evidence of what students are learning. Not just
relying on intuition or averages. This collaborative analysis allows teams to identify patterns, spot gaps, and celebrate growth all based on authentic student performance. And importantly, this evidence isn't just collected, but it is also used. Secondary teachers are making instructional adjustments in real time based on what they see in the data. Whether reteaching a concept, adjusting pacing, or designing
targeted interventions, our educators are responding directly to the needs of students. This commitment to data-informed instruction ensures that every lesson moves students closer to mastery and is becoming a hallmark of instructional practices across our secondary schools. Although it isn't a bullet on the screen, this year's secondary schools have also started a consulting partnership with Strive. With Strive, schools have worked to identify common and
discrete instructional moves, small, high-leverage strategies that accelerate literacy growth across all content areas, not just in the ELA classroom. These moves include practices such as supporting, academic vocabulary, teaching students how to navigate complex text and building opportunities for structure academic discussion. By focusing on these actionable research-based strategies, secondary teachers are
making literacy, development, everyone's responsibility, and ensuring that students grow as readers, writers, and thinkers no matter what class they're in. As we continue thinking about the future of professional learning in D five one, it's important to highlight a major milestone in our shared work. The launch of our 20 twenty-four teaching and learning framework. At the heart of this framework are these core beliefs. About what high quality teaching and learning should look like for every
student in every classroom across our valley. These beliefs are not just statements. They represent the foundation for how we approach instruction at every level. To Bring these beliefs to life, the framework identifies 4-8 universal instructional practices directly aligned to each belief. These practices serve as clear, actionable road map for teachers, translating big ideas into daily actions that support all learners.
Moving forward, all professional learning in Dfiveone, whether it's coaching, early release days, collaborative team time, or individual goal setting will be aligned to this framework. This ensures that we are all moving in the same direction with a shared understanding of what effective teaching and learning look like. The teaching and learning framework gives us alignment, consistency, and clarity. It honors the work we are, it honors the work already
happening across our schools and helps us all grow toward a unified vision for student success. The practices you see on the screen, things like building strong relationships, creating welcoming environments, and fostering student voice are just a sample of what you'll find in the teaching and learning framework. They lay a common foundation for effective teaching practices and therefore, the growth of our students. These are practices that every educator can implement and many are already doing so in powerful ways. Our framework
gives us a clear path but moving forward, we know we must put more resources, energy, and intention behind this work to truly meet the needs of all students. Another critical area of focus is addressing the unique challenges faced by learners from diverse backgrounds. Significant work remains in reducing barriers particularly for students with IEPs, language learners, and those from lower socioeconomic households. Tackling these challenges is essential to creating more equitable opportunities for all students. While we acknowledge that
important work remains, we are encouraged by the positive trends emerging in our assessment data across various student groups. These improve reflect meaningful progress particularly in student growth among diverse populations. The following slides will highlight these upward trends and showcase areas where we are making a difference. The dark line at fifty represents the median growth percentile which is the benchmark for typical student growth. Additionally, the bars in the chart represent growth data from two thousand twenty-two, 2 thousand
twenty3, and 2000 twenty-four, allowing us to compare performance over these three years. The graph above shows growth for students in grades three through five in CMAS English language arts with promising trends for diverse student groups. Here's another graph that features some encouraging growth in middle school math performance on CMS. While it's challenging to attribute this success to a single factor, I believe that targeted professional development opportunities provided to our middle school educators have played a significant
role in fostering this progress. Finally, here's a high school example that's demonstrates notable growth on PSAT and SAT. We're seeing impressive progress among students who qualify for free and reduced lunch as well as gifted in talented students. However, it's essential that we continue to provide targeted support for students with IEPs and multilingual learners to ensure they experience success and growth in English language arts throughout their high school experience as well. And now
we'd like to look forward. As we plan for the next 5 years, pending the finalization of the new D51 strategic plan, several clear focus areas are already emerging. We will you to prioritize job embedded professional learning, keeping learning close to practice, meaningful, and connected to daily instructional work. We will also ensure instructional walk throughs propel continuous improvement across all schools. Our learning communities will remain a central
structure for collaboration, problem solving, and data analysis. Continuing to elevate and strengthen LCs is key to deepening the culture of collective efficacy we have been building. At the second level. We anticipate implementing implementing a model of early release. Ensuring that teams uses time for focused, impactful collaboration, aligned to student learning needs. Across all of this work, alignment to the teaching and learning framework and our new D51
strategic plan will keep us moving in a shared direction, anchored by a common vision for effective teaching and learning. Thank you. Uh what questions might you have? Order any questions? I think one clarifying question I have when it comes to professional development, we obviously have newer teachers and then teachers who have obviously been doing it for a long time. So, how do you guys accommodate you know, working, doing
professional development for, for like, newer teachers versus well-established teachers 'cuz obviously, a teacher who has 15 years doesn't necessarily need a teacher or the same training as a teacher who is like two years in and so, how do you guys maneuver that? Because I I'm guessing you don't do like a bunch of different classes for a bunch of different people. So, maybe just some clarity for the board on how you guys handle that. Right. We have a pretty strong induction team and so
all of the new teachers get supported by our induction team for their first three years. And it's scaffolded. Their first year is pretty intensive. And then their second year it's a little less. And then by their third year it's mostly voluntary and most of them take it. And so we really try and give our brand new teachers a solid start. Uh when coming into the district. And then after that, is it, is it those
learning communities or the Nix or how does that then start to really, like if I'm a 15-year teacher and I'm, I'm just really trying to like find tune or finesse certain things, like, how do you, how do you help me, like, and I'm not saying there's not anything new that we can't learn, right? I mean, there's always learning that can happen, but how does, how does that show up in I guess in that regard. Does that make sense what I'm asking? It does. Okay. Um I think it starts at the learning community at the school and then we
have district wide learning communities based on content. Uh we also have classes that they can take. PL classes that they can take throughout the year and in summer institute. And so we have lots of opportunities for teachers to improve their strategies. I would say it's our professional Learning model is a a very much a layered learning model. So, yes, we have classes that they can take either through the district or through a university that they can get credit
for. Um so, that adds to their professional learning. Then, we also have our in-service days. Those in-service days add those are required for all of our teachers to take. We have thank you community have had so many new resources that it is new learning for at least one one level, one content, pretty much every year and so that professional learning plan for that new resource is a multi-year approach and we do that at our our in-service time.
Then, we have our next where those there's some shared learning but that's not every teacher in a building. It's a team of teachers with their administrator as their as their leader and they do a lot of shared learning and then they're expected to bring it back to their staff. And then as Nikki was just saying that learning community where they're taking all of that learning, they're looking at data, identifying what the data is telling them, and then, how do they respond from all of the learning that we've been able to provide throughout the
year? That's great. That kind of gives a good overview. Yeah, Jimmy. Oh, I'm just going to add an elementary. Uh we're fortunate to have instructional coaches who can help engage in coaching cycles and meet people like right where they are. So, if you're a first year teacher or you've talked for 15 years. Uh you can have the opportunity to engage with an instructional coach. Great. That's helpful. I've always wondered how he maneuvers from like, yeah, new to more established. So, great. Questions. So, I guess I think
because we're talking about elementary for the most part but when when we have certain divisions such as sped or something like that and they have intricate needs for their teachers and we do have some that are providing services and they've been in that department for let's say, I mean, we'll just say 15 years because that's the number that we've been using. Do we ever take, for instance, like, from them on something that they could be using and then try to implement that and like reach out to external resources
like, do we know what it is specifically that they need or is it just something, like, where do we, how do we choose what it is that we're doing for, you know, these professional developments for them. I I think it's multi multi pieces of information and input that they have to decide and prioritize on what, where, and when. I mean, and I think that's something that John Paul does very well and he's working with his team, his special ed coordinators. So, there's data.
First of all, you can look at IEP compliance. They review so many IEPs throughout the month and that's going to identify compliance wise. What is a topic or an area focus that they need to focus on to ensure. Cuz an IEP is just a representation of the services and supports a student is supposed to be receiving. So, when you identify and you comb through IEPs, you're going to have issues or concerns or opportunities for training. He also meets with Tammy on
a regular basis. Um unfortunately, we are not free from a state complaints or parents that want to file due process but we are certainly working to do that and that provides another data point. We look at data when it comes to behavior or when it comes to what are specialized specialists called for and so those help identify and then yes, asking teachers, what is it that you need, want, or still don't, you know, have
the right training and so, they use all of that data to determine what the training or topics would look like. Thanks, that helps. Yeah. Any Alright. Well, thank you for the update. That was really good. Thank you. Okay and then next up we have a fourth grade social studies curriculum presentation. Hello, board. We have Shawn has, I know that you all have had the opportunity or if you have returned. Yup. One of you have not. Hi, it's me. Okay.
Nobody's. I brought all my stuff. Every every single piece is right there. Um the last time we met, we agreed that we we would bring an alternative to you all for the fourth grade social studies, resource consideration. Um since we've last met, we I have. Um Jackie and I met with ours and Sean was there as well. Our CRGC reviewed the process that the Ursti went through and determine it, determined that we
had a resource that we too would like to share with you. And Shauna's going to talk about that resource right now. And Al, do you want to do it or do you want people? Okay. Alright. Thanks. Alright. Um so, hi, I'm Sean Sims, the K-12 social studies specialist. Um so tonight, I'm going to present a fourth grade social studies resource recommendation. So, the reason for adoption, this narrow and scope are on the screen. Um firstly, starting with the fourth grade year, the study is really unique in the way that it focuses specifically on Colorado.
Many of our students are now also being tested summatively on social studies for CMAS and it's been some time since elementary. Grade level has had an adoption specifically for fourth grade with publications from 1999 and 1979. Um so, on screen at this time are the teachers who meet up our fourth grade social studies Erstie. Uh we've approximately sixty fourth grade teachers across district 5-one. Um and this group represents about 10% of those stakeholders. Um also including a special educator. Um a
resource selection team was slated to begin the evaluation process in October. Um but it took some time to get enough representatives on the team. And so we were happily to pull together this team and we were able to at the end of first semester. Uh we're able to launch in December and conclude by the end of February. Um so, the process of evaluating resources includes a close study of the standards, a high-quality resource is one that helps teachers teach to the standards and then, students master those standards. High-quality resource also engage
students and help them understand the value of what they are learning and why they're learning it. Um OnScreen is the selection team's vision for what fourth grade social studies experiences can be for our students. Also, a high-quality resource will have other strengths as well. It will align with our graduate profile, the instructional approaches outlined in our teaching and learning framework. We also have tools for measuring what students have learned and will leverage technology in ways that extend or enhance the learning experiences. Along with standards, those things are accounted for and a rubric the team uses for iterative rounds of
scoring. So, in this picture, you can see some of that work and what it looked like. Um detailed studying and mapping to make that resource visual and quantifiable. Um there were six resources available for matching the scope of this recommendation for fourth grade social studies. Um the team quickly narrowed their focus down to three. Um here we see those top three resources of high enough quality to go through additional rounds of evaluation. The Colorado story, Discover Colorado, and Exploring Social Studies, Colorado. After final scoring, here's how each of the three resources fared. As a
result of this scoring, Colorado's story was the Ersty's recommendation to CRGC and they're after the board. The board asked to see the comparison scoring and that's what this slide shows. A high-quality resource would have a majority of its marks in the high agreement category. That column on the furthest right. Uh I'm going to take this slide. Uh Jackie Anderson, executive director of Teaching and Learning. So, on the slide before, you saw some data, we'll look at it again on the next slide and I'll reiterate some of what Jen said and update on where we've been since April 1st. April 1st
was the first recommendation and that was of Colorado story that was to the board of the fourth grade Ersty's recommendation. On April 7th and the 15th, the board reviewed and tabled Colorado Story third edition on the twenty-eighth is when CRGC convened to review and evaluate data from the Ersty. So, that was seare see reviewing Erstie's process and voted on whether or not to advance exploring Social Studies Colorado as an alternative resource. Uh they did vote. Uh that was unanimous approval to move forward with that
resource recommendation which is the one in front of you now. And here we are May sixth with that presentation of it. What we're presenting is data from the Ersty and a recommendation drafted here by Sean. Some of that language. Some of the benefits since the Ersty wasn't able to provide that language and CRGC made a to bring it here. Sean provided some of that language. So we'll look at both the data and his recommendation next. Uh Sean also mentioned that high-quality resource would have high marks in the high agreement category and so you see that's true here of exploring social studies,
Colorado. A majority of varsity members marked at high or had found medium strength across the board which is why we found it worthy of going to CRGC. If it, if it hadn't fared that well, we would not have taken it to CRGC. Um so, that was important data to bring to you at this time. The CRGC before I go on wanted to make the recommendation to the board for exploring Social Studies Colorado for a few reasons. One, an appreciation of each group's
process and role. The Erstee in appreciation for the Ersty's work and their original recommendation and appreciation for the role that CRGC plays embedding it in appreciation for the board and the discretion that the board gets to exercise. So, it was out of respect for process. It was a big part of their decision making. Um for the desire to see a resource recommendation be made in a wanting to get resources in teacher's hands and because of the merits of the resource that you are considering tonight which is exploring Social Studies Colorado. You probably saw in your review that
they're very different. The resources that we'd put in front of you. We're not asking you to compare them and to vote between them. We're asking you to vote on the recommendation. So I want to make that clarifying point. Sean, awesome. So, look at some of the affordances of this resource. So, exploring social studies, Colorado's resource are designed to support deep engagement thanks to varied materials, youth primary and secondary source sets, content readers, and inquiry based supports for our students. Um inquiries embedded across all core content, areas of social study, encouraging students to think critically and
deeply about cargo specific content. Um the program offers flexibility. It allows teachers to use readers in a variety of ways which is great. Um content read and primary sources from exploring Colorado can be effectively integrated into our current curriculum with an emphasis on our inquiry-based units and then, the resources aligned with the Colorado Academic Standards and fosters critical thinking and meaningful engagement with Colorado-focused social studies topics. Uh while Clint was presenting, we had plenty of time to
think about our presentation. And so little bit. He didn't even hear it. He's not even here Our guy can't even defend himself at this point. And that was a waste. That was it. We'll make sure he knows. In the back, Shawn said, where did you get this figure? And I said from the quote and he said, I I don't have a quote and I pulled it up. I said, yeah, I pulled it from the quote. Um I pulled it the TCI. Quote, not the TCM
quote. So, company. I actually don't have a figure to present to you. I'm that's my era. I I confuse two quotes. Um so, we were trying to do the math on it and we think that the cost to be somewhere between the price of the other resource in this figure. Yup. So, sorry. Apologize. We'll tell Clint. Yeah. Oh no. Now he who leaves early has yeah. We're not telling him anything. It is recorded. That is all we had for you this
evening. So, if you have any questions we're happy to answer them. Um I think I think you did a great job just of and it has been a a collaboration to make sure that we all feel really good about the resource that gets adopted. So, thank you for and thank please thank your team. I we know it was extra and I I think is worth the extra work. I think I think everybody will be pleased for a long time. I I just
want to share and and thank the board as well that you honored, understood, and honored that there is a process. There's so much that goes on before we come here in front of you and honoring our teacher, our teacher teams, and then honoring CRGC that listen to that identify which grade level or which total level and content area is up next. For mill distribution and so this is a process that is done very
much with our teachers and with our system and not two or four and we follow the standards and our teachers are very in line and in tune to those standards and they pay attention to what it is that teaching and learning that we need to to ensure that we are using and selecting high quality resources and so just wanting honor the the time that Shawn and all of his teachers spent I think Jackie was really wanted to emphasize that. The last time we were
together and I just and I wanted to emphasize then the team that comes together to ensure that a process is taking place and they feel comfortable with the process that has happened to move our resource up or move it forward for recommendation for recommendation for the board's approval. Thank you. Thanks for for really spelling that out for the community. Um. It's it is it's important. Yeah, I think there was some misunderstandings that because the board questioned the resource that we questioned the
process and that we questioned the committee and that was not the intent of the board. Um we we trust the process and we and we trust and we and we trust the teachers on the committee is but it is ultimately the board to kind of look at it through a different lens and to be able to to bring some quest to it and and that that was that was not to criticize you know the the teachers or the committee or you all in any way,
shape, or form. Um it's just to be able to bring a different light to to the process And so the way I see it is we're all a team. And we just we just have different perspectives. And and all we asked for was you know can we could you look at a different resource which you all very, you know, we know you guys look at a lot of stuff and and and we know that no resource will ever be perfect. I mean, you know, publishers, you know, there's lots of em out there.
They they do a lot of different things and so, I I think there was some miss some misunderstandings with our community thinking that the board somehow didn't appreciate the work that you all had done and if that ever came across, I apologize because that was not my intent as a board member when when we were at least questioning or at least the concerns that were brought forth because that was it was not questioning what you were looking at. It was really
questioning what the publisher had itself put into the book. It wasn't it wasn't your discretion. So, this resource to having two good resources. It wasn't like we didn't have. So, when in when in a close second place position. So, it it wasn't night and day differences but I think I think the difference. The TCM resource is phenomenal Um sure, are there still some things in there that I, you know, I'm kind of like, you know, this is, you know, there's a
little slant on it. Sure, I mean, again, you're still going to get some of that stuff that comes through the publishing companies, but the, I felt like overall, the resource just in general, was a lot more age appropriate, in a way that I think kids could assimilate it, to the point that there was even, let's just go back to the activism piece that there was one Corky Gonzales that I felt was even more appropriate because one, he's a Coloradan that I
felt like was more appropriate and and then it was actually even phrased in a way that I think a fourth grader could understand it and so, again, if you want to compare apples to apples, I felt like the resource encapsulate encapsulated that excuse me in a in a much better way. So, Um again, I I just I think the TCM one is was really good. So, so thank you for for doing that and I think the resources really. Equally as important. Your team thought it was very good as well. Yeah. So, so thank you for also listening to
the board and like I said, if it came across that it was anything other than us just looking at it through the lens that we were supposed to as a board, it wasn't meant to be that way. So, thank you. Alright, any other Okay, see that? My throat's getting dry. So, alright. Good job. Thank you. Okay. Thank you. Okay, nothing more on that one. Okay, so now we are moving into our business meeting. So, okay. Do we actually have the early release calendar tonight? For the business meeting?
Okay, I'm just wanting to make sure. Still doing, yes. Okay. And and I don't have a presentation for that. It's I I if there are any other questions that you might have regarding and can I shut this now because there's nobody on there, correct? It open. Okay. Okay. Gotcha. Last time I cut the whole world. So, I guess as okay. So, we we'll just make a a motion. We'll make the motion second that we can have discussion. So, so now, we're moving into the business
meeting. So, first up, we have our early release calendar. So, do have a motion to approve the early release calendar which you board, you do have a, there's a copy motion to approve the early release calendar. Second. Alright and discussion So, I'm guessing because we have it on our agenda that we did get all of the. Yeah. All the things worked out. Okay. Thank you. That's. Okay. So, we did get every. All the things. Okay, thank you. So, any other discussion
board? Okay. Alright. We'll move forward. We can go ahead and take the vote. Mister Chavez. Approved. Missus Evanson. Yes. Missus Heitz. Yes. Mister Jones. Yes. Miss Lima. Yes. Okay I get, I don't know if I should have clarified that. It's for secondary but we'll, I guess, everybody will understand what that is. So, alright. So, that passes five oh. Alright, next up we have our administrative personnel action. Um so, this is for our Chatfield Elementary School
principal. So, do I have a motion to approve this administrative hire? Motion to approve the administrative hire. Second. Okay. No discussion. Okay. We can take the vote. Mister Chavez. Approved. Missus Evanson. Yes. Missus Heitz. Yes. Mister Jones. Yes. Miss Lima. Yes. Alright. Is Doctor Hill still on? Or no? Yeah. And yeah, thanks for that. I I just really excited for
Doctor Huddle. Um you can see in the packet her background but she's had experience throughout the district and mainly working in Title One Schools and and so we're excited for her to be able to continue supporting Chatfield Elementary and the success that they've had there and you know, this is and area of town that she she lives in and she's excited to serve and she's done a great job at Rimrock as well. So, we're we're happy for the work that she's done there and so, we're
excited for her to be at Chatfield and and we are hosting the rimrock position where we may have already and so we'll find a great principle for that school as well. So, we're excited for Dr. Ottawa. Awesome. Alright. Well, we're excited to have her there. So, thank you. I know you always like to be able to say a little something after we vote on it. So, alright. Glad you were still on. So, hope you make it home tonight. Sorry. I think I think I think I'm actually going to get the board in like five or 10 minutes. That's fair. Okay. Well,
great. Well, we are almost done. So, things. Alright Um okay, board any any open board discussion? Um just congratulations to all the graduating seniors next week and for a week of graduations and Doctor Hill did a great job of coaching the basketball game for us against Galobetrotters. Um I'm going to officially retire with a triple single and will not be playing in another one because I was sore for days but it was a great time, great great organizations putting those
fundraisers on. So, got to meet the Globetrotters, hang out with those guys, play a little basketball, and Doctor Hill got the coach and a couple seconds and but other than that, it was a good time so. Awesome pictures. That's great. It's good. Yeah, as soon as they said, play your coach, I just honed in on the coach park and didn't really play. There you go. Hey, good, good call. Yeah, we alluded earlier that we went to the Special Olympics this morning. Um got to help kick that off. You you stayed all day, right? Yeah. Yup. Um so. I was a starter at the at the running start line all day. That was
fun. So, alright and yeah, next is our, we just graduation week. So, we go our a week so. Every day. It's a lot. So. And we also had keys this week also. Oh, yeah. Performance. The key performance. Yeah, the key PPP. And to listen to those Those are great. Young students speak and and see how far they have came along to graduate. It's totally amazing. They are inspirational individuals. Yeah. Yeah. Those are wish I could've stayed all day. Continue to move on.
It is incredibly inspirational. Yeah. Yeah. Very impressive. Yeah. Those are awesome. Alright. So, sorry, anything else, Board? Okay. So, next up, so we have our meetings coming up. Um so, May 17th, we have our board coffee with the community. So, that's nine to 11. Um so, that is input for we have three charter schools that have applied to the district. So, we are required to have community meetings. So, that meeting will be
and the Harry Butler boardroom. So, that will be that Saturday from nine to 11 for community input on those charters. Um and then, May 20th, we have our next board business meeting. There's also public comment at the board business meeting. So, obviously, public comment can also be given which it will be in three-minute increments. Uh the community meetings will just be more of a dialogue between the board and the community at the coffees. It'll be pretty much just
like a bored coffee as well. So, and anything else? Are we going to wait until the twentieth to vote on curriculum or we going to try to have a special session? Oh, yeah. Um Board, do you, I know it would probably help we could do a virtual yeah. Yeah. Yeah. We could do a virtual meeting How much time do we need? I don't know. I mean, I don't, I'm good. I'm returning my, my resource and
I'm good to go. What? Does anybody need any time or can we get this scheduled right away so that they can. No. Yeah. So, well, next, so Rate, if we try to do every evening next week is a graduation. So, like I'm saying, what's wrong with tomorrow night? Right. Right. Right. I know. If a word is double booked. We're going to so either we try to do a virtual meeting by the end of this week. Thursday. Cuz that's we can put place it tomorrow for twenty-four hours. They have
negotiations Thursday night. We could do a. Time does negotiations start, Amy. Five. We could do a four. Four. Yeah. I mean it it'd be a quick vote. We could do a yeah, we could do a four or 4 30. Four interfere with negotiations? No. That's what we can do for. No, because we'll just do it. We'll just do it virtual. It'll only take about 5 minutes. For 4 o'clock Thursday virtual. Is that you good? Yep. Would that work?
Yep. Okay. Let's just plan a special meeting. Four o'clock Thursday for the vote on the fourth grade curriculum. Doctor Hill, you good with that? That sounds great. Okay, perfect. Thank you. Alright. Plan on that. Safe travels. Hope you get home. Alright. Alright. Thank you. Do you have a motion to adjourn? Motion to adjourn. Okay. Thank you, Director Jones. Thank you everybody. Stay dry, I guess, right? Is it still raining Part: 3
Earlier. So, we've already called the meeting to order. So, we will go ahead and do the Pledge of Allegiance and then we will kick off the rest of our meeting. So, if you can stand with us, we'll go ahead and do that. Director Evanson, would you like to kick us off? Alright, thank you very much. Alright. So, we have a couple proclamations this month here. Let's see. Alright Uh so, for the month of May, we have Asian American and Pacific Islander Heritage Month. So, whereas the month of May is recognized nationwide as Asian American and Pacific Islander
Heritage Month, a time to honor and celebrate the rich rich history, culture, and contributions of Asian Americans and Pacific Islanders in the United States. And whereas the AAPI Heritage Month highlights the countless ways in which Asian Americans and Pacific Islanders have shaped our society through achievements and science, technology, business, education, the art and beyond. And whereas, as a district, we are committed to creating an environment that promotes access, opportunity, and a
sense of belonging for all. We recognize the unique perspectives and strengths that our AAPI community members bring to the Grand Valley. and now, therefore, be it resolved that the Board of Education, a Mesa County Valley School District fifty1, hereby proclaims May 20 twenty-four as Asian American and Pacific Islander Heritage Month, and encourages our community participate in events and activities that celebrate the AAPI heritage and honor the many contribution of Asian Americans and Pacific Islanders throughout
history. Yep, thank you. Yeah. Director Jones, you're going to have to be our our applause guide. Uh Doctor Hill is on virtually today because his travel got delayed today. So, and then also for the month of May, which is super exciting is our Teacher Appreciation Month. So, whereas the Board of Education recognizes the vital role of our teachers that they play in shaping the minds, hearts, and futures of our students and whereas Teacher Appreciation Month offers an opportunity for us to express our
gratitude for the dedication, passion, and tireless effort of our D51 educators and whereas Every day, our teachers create engaging, inclusive learning environments that spark curiosity, build confidence, inspire students to reach their full potential. And whereas teachers are the backbone of our community playing an essential role in building a brighter future for our students and our community. We honor their lasting impact and commend their creativity, compassion, and unwavering commitment to the vision and mission of D fifty-one. Now, therefore, be it
resolved at the Board of Education and Mesa County Valley School District fifty-1 hereby proclaim the of May 2025 as Teacher Appreciation Month. And we encourage our entire community to join us in celebrating and thanking our teachers for their extraordinary contributions to our students, schools, and district. Thank you everyone. And there are some special ways that you can contribute to our teachers if you do go to the D51 Foundation website. There are some very special ways that you can appreciate our teachers from there. So, Director Jones is going to highlight our next
recognition. What's there, Rayside? And is Andrea or Andrea? Andrea. Andrea Espinoza, please join me in the front of the room. Each year, the fraternity free and accepted masons of Colorado host the Masonic Public Schools Awards Ceremony to recognize exceptional educators and students throughout the Grand Valley. This long-standing tradition honors academic achievement, leadership, and commitment to public education. Congratulations to Sarah Rayside of Rimrock Elementary and Andrea Espinoza, Abdul Emerson Academy, who were named the 2000 twenty-fourand 2025 Masonic Public
Schools Overall Teachers of the Year. Respectively, Sarah's known for her dedication to student growth, academic success, and inclusive leadership and school leadership, qualities that continue to inspire both her students and fellow educators. Andrea's passion for bilingual education, her unwavering care for students, and her work to build bridges across across cultures, have left a meaningful and lasting impact on our district. We're proud to recognize these outstanding educators for the difference they make in their classrooms, in their schools, and throughout the D 51 community. And a
special thank you to our engaged and supportive community partners at the local Masonic Lodge for helping highlight them work happening across our schools. The Boards of Education and Superintendent Doctor Hill congratulate both Sarah and Andrea on this well-deserved recognition. Thank you for going above and beyond for your students and for me as such a great example of the heart, talent, and impact of D51 educators. And miss Andrea. I'm going to move out of the way. Oh, yeah. Ward, let's go up and join them with their picture. I didn't wear the button gown. I do a T-shirt I had to go home early this
morning as you look at me. If you just came for recognitions, you're more than welcome to go ahead and leave if you'd like. We'll give you a couple of minutes. Thank you guys for coming and congratulations. Thank you. Yes, that was very exciting. We got to actually director Chavez and director Jones and I were at the Masonic Awards a few weeks ago and it was very exciting to see them receive their awards and then the district decided to put some plaques together for them as well. So, thank you very much and congratulations. Very exciting for that. So, and
appropriate for Teacher Appreciation Month. So, alright. Um so, next up, we have our legislative update with Amy Atwood. She is online and yeah, the legislature is about ready to wrap up, we think. They're surely cramming a bunch through. So, I'm sure Amy will tell us all about it. So, Amy, take it away. The legislature is almost finished. Tomorrow is the last day of of this year's legislature. If you remember
the legislature only meets for 120 days every year. And we are coming to that end tomorrow. It has been it has been a different kind of session because of the budget. this year. If you remember the joint budget committee and the legislature needed to cut $1. 3 billion dollars from the budget. We knew this going to the year and how that would impact school funding and specifically D 51 was top of mind. We
worked really really hard this year on implementation of the new school finance formula. But with that implementation there were some changes from the bill last year that put in place a new finance formula to what the roll out looks like this year. But D51 was heavily engaged in those negotiations. And I just would like to put it on the record that Representative Taggart always had the district's back when it came to
funding. And there were different scenarios where the district could have been cut. And he as a joint budget committee member would not would not go there. And so D fifty-one will come out better in the long run with the new finance formula. As well as in the end K-12 Education was not cut. Funding was increased. For the 2526 school year. There were other
bills this year of of major importance. One of which was the accountability bill. It we followed this legislation for 2 years And the building of the legislation for 2 years. There was an accountability task force that met. And we saw drafts, staff, D51 staff provided feedback throughout the process. And even once we had introduction. And this is this is
the work of a lot of people, very big task force to modernize the accountability system. So, that bill too will or has passed it passed last week. As did school finance, as did as did the state budget. With that, are there any questions or specific pieces of legislation you have questions about? I was wondering if you could give some clarification on SB twenty-five zero zero five We just pull it out. Okay. So, this is worker protection,
collective bargaining. It just passed today in the house. It's a senate bill so it just passed in the house. So, it really finalized, went through its final hurdle today. It deals with collective bargaining and the votes by which labor unions have to go through to to unionize within within an
organization or within a business. I need to confirm though that this impacts school districts and local governments because I just I just need to check that. I'm not positive that it does. Yeah, I know there were some amendments in it. So, that's why I guess I'm was looking for some clarification just because with a today, yeah. I wasn't sure how much it changed in it or how it would affect the education. The bill does
eliminate the requirement for a second election to negotiate a union security and race clause and collective barking process. So, in Colorado, Colorado, I believe is state that has two elections that have to happen. One is with the employees. Do they want to have they want to be unionized? The second election that is is the unique election He asks the employees can
the do they want their dues automatically pulled from their paychecks? And so that that is the the second election that would be removed or that is removed with the passage of this bill. There are rumors of a veto from the governor. He actually has been very open and forthright about that about a veto and we will we will see if that happens. Um the governor has 30 days
in which to veto veto the bill once it hits his desk tomorrow. Thanks, Amy. Yeah, I think when. I think when Casby looked at this, I thought there was a carve out for education Uh maybe you could just confirm. So. I will. Okay. And I will I will add this to the to our end of session report. Oh. That I that I'll provide you here in the next couple of weeks and I'll make sure to note what do you note whether the bill impacts
and what it does and if it is vetoed. It looks like Doctor Hill has his hand raised. Can y'all hear me? Yeah, go ahead. Okay. I apologize again when I'm not there. I've I've been on planes or in airports for 12 hours a day. It's been a it's been a journey and I'm stuck in Dallas. I I just wanted two things. One, I want to thank Amy and as you mentioned, Representative Taggard for for really fighting for, you know, Western Colorado and and District 51 when it came to the finance piece and
so we are appreciative of that because it it could have been worse. Um I just want to make sure too for, you know, anybody watching online or or who's in the audience and Mel can correct me if I'm wrong, or Amy can. If 1448 had gone through like it originally, it was planned, I think we would have seen about a $2 million dollar increase this school year, it's only about a $1 million dollar. So, it, but again, it could have been worse. Um, so it's still about half of what we originally thought we were going to get. And then if I'm understanding correctly, shifting from, you know, four years
next year to then 3 years, the year after. Um that because we're declining enrollment, there's a chance that we're going to end up going backwards and by my understanding, there's a stop gap in there to where we can't, we can't drop any lower than our current year's budget if that if that's correct. So, worst-case scenario, we we get about a million dollars more this next school year which doesn't even cover increased cost to things like insurance and transportation and then, worst-case scenario, we go
backwards back to what we have currently in the following Is that is that correct, Amy? Or You are correct. I I would say that the averaging from we were on five years with the new finance formula and moved to four years. They're still negotiations. It is not set in stone to move to three years. Um in the twenty-six twenty-seven budget. As well as that hold harmless or smoothing factor. It's it's been
coined a smoothing factor for those districts. Um with the involvement. And so those two things are still to be negotiated. There are commitments for smoothing factor. And there is a working group looking at that. So that will be in next year's School Finance Act as well as negotiations are ongoing for how many years. For averaging will be allowed. Okay. That's that's good. I know. I appreciate that. And I I just I think
you know folks who don't follow finances much might hear a million dollars and think that that means the district's getting a ton of money and and we're really not and then with the knowing that with our demographer saying that we're going to decline for you know the next I don't know, five to six years at least we're we're not going to be in a great place for a little while financially. Um and I just want to make sure that the general public realizes that that there's not going to be this influx of dollars coming into the to the school district and it won't be a year
like years past where we've had S or funds and other things. So, but again, I do appreciate you advocating for us And I'd like to add on to that, that, although the legislature had 1. 3 billion to cut this year, there's actually a structural problem with the budget, with how Medicaid, K-12, corrections, how the big departments, are funded. So, there's a structural deficit there,
and we are looking at big budget cuts like we've had this year at least for the next 2 years. So, holding flat this year in a declining enrollment situation Um may not feel like a win but it was a win. And we will be back in the same position next year. Or at least the next 2 years. Try just trying to hold current funding and the budget stabilization
factor. Or negative factor not being put back into place. Which is a straight up cut to education. Well and I think that it's even more important that, you know, Mel and her team have worked so hard to to build our reserves up because, you know, the, where I'm coming back from right now, I was at a, a meeting in DC with other superintendents and everyone's worried right now about the federal budget, and whether or not we're going to see the same type of dollars, for title funds is in the past, and so, when you have positions
and things tied up and titled dollars, and that money, you know, depending on what happens with it, that's when you might have to tap into something like reserves, it's kind of a softer for one-time funds. So, you know, it's a good thing that we've we've been able to do that too. Um well, those aren't things that can fund ongoing costs. It's something that can help us in case, you know, something happens at the federal level as well. So, we've got the state budget issues but we've also got keep an eye on the federal level as well. Mm hmm. And Doctor Hill, Mel is shaking her head, yes, for the things that you're saying. So, yeah. Oh, good. That
makes me feel good. You, you, everything you stated was correct. So, yes. Yes, had 14 48 passed away that we thought we would have received more money but with the with the car belts that they did, we actually ended up receiving less money. So, wasn't as good as we had hoped for it to be. So, so yes, thank you, Amy. Board, any other questions? Amy, anything else to wrap up? Yeah. I do have, I phoned a friend on the worker protection,
Senate Bill 5, it does not impact school districts. Okay. Great. Okay. Good to know. Thank you. Alright. Um well, thank you for all the advocation that you did for D51 this year, Amy. We really appreciate that. So, and being our voice at the state capital for us. So, thank you for that. Um board always, if you ever have questions for Amy, you have her Email. You can always ask her any questions on any anything that comes up through the legislative season.
So, thank you so much, Amy and we'll. Thank you. I'm sure we'll we'll hear from you for the season as we gear up. Alright, thank you. Alright, next up we have our Grand Junction High School construction and bond update. So, Micah, you ready? I am. Alright, come on down. Yeah, buddy. Clint, Eddie, who else do you guys have? Anybody else? Just the three. Just you guys, okay. Yes. The trio. Hello. Good evening, Board. Thanks for having us this evening. Just a couple of updates on putting the bow
on Grand Junction High School and where we're at with our bond work and and giving you an update there. So, Micah, why don't you take it away? Yeah. Sounds great. Well, it's good seeing you all. Uh as Clint said, I'm Micah Adams with Dynamic Program Management. Up here with Mid, Clint Garcia, and Eddie Mort. Um with district maintenance. Uh Grand Junction High School is getting very close to being wrapped up. Um you
know, since the beginning, the plan was to have construction of the building be complete or you know, fall of last year within demolition, abatements, and the fields to go into this May. Um and so that's what we're coming up on the end of. Um up there on the slide, you can see where everything's sitting at with the budgets and it actually
looks like, I think this may be last month's slide now that I'm looking at it. Yes. Do we have, I think this is the wrong slide deck Um Let's see. Amy, if I, let me see if I can send you. Who would it go to? Jacob Stewart. Jacob. Let me see if I can get that over to you real quick. And actually, do we have the district or the bond updates? Maybe if we tee
that one up, Jason, I think Jason's going to see if he can send over the current slide deck for Grand Junction High School. Do the bond first. Yeah and it looks like this says March fourth as well. Now, that I'm looking at that. Yeah, it says March. So, one, one second. Sorry for the inconvenience. Do you have music for us? I do it in the news slides. Oh, there it is. The the slides that we're trying to get to you. Super disappointed. Oh, yeah. Oh, man. I think, I think Clint could
sing us a little song Jacob Stewart. Little karaoke before we get going. That's why we're waiting in between. Alright, Jacob. One of those is coming your way. Give me one more second for the other. Did you have fun starting tonight? Special Olympics Yeah. It's fun. The the the student who sang the national anthem was super sweet. Oh my goodness. She just had so. Oh She she ended it like so I wish I had been recording it because
it was precious. Yeah. Yeah. And apparently, she does this on a pretty regular basis. Pretty brave girl. Yeah. They let the kids do, yeah, the whole show I can't remember which school she was from. Palisade. Palisade, thank you. Thank you. Yeah, she's cute. She did a good job and she she had a spectacular ending. So, I was going to say, so, we didn't get Special Olympics. You gotta be flexible because we didn't quite start on time but that's okay because
we had to let the athletes get there and get all set up. So, it's all good. PDF. Mm hmm. It's not. Yeah. That's okay. Yeah, you guys, I drove by later. It was really good. And it was nice weather today too. It wasn't too hot. So, Alright, I think we're just about there. One, one more second. Yes. Cool. So, yes, we've got it here and I, there we go. There we go. Alright. Thank you. Thanks for filling the silence, Eddie and
Clint. Thank you, Jacob for the quick work. Um Alright. So, here's some updated slides. That looks better. Yes. Um so, as you can see, completion as a percentage of the schedule. They're right at the end. Um completion as a percentage of the project budget. Uh you can see they're nearing the the end total expended is 141 million through March. We haven't received
all the April invoices. Applications as of yet. Um so, numbers are lagging here a little bit Um but things are coming along nicely looking to wrap up here shortly. Uh so as you can see here, recently completed a very beautiful football field. Beautiful. It is. Great. Yeah. Yeah. We were just out there. Was it yesterday? Um walking around it. Um taking a look at
it. Up close and in person. And it it's really nice. Along with that, there is also been, you know, paving of the parking lot for the 700 building the baseball field which I'm sure we'll see here in some of the coming slides of turf there. Uh the tennis courts, concrete was poured for those. The fencing is going in. A lot of site fencing has happened here recently And then also the 2006Ox Gym ribbon
cutting ceremony. Um sounds like there are a lot of people out there and a good event. So, excited to get that open. It's a very good turnout. Yeah, it was. Very good turnout. Yeah. In progress. Um what you see here in this slide that's over just north of the building, that field is getting turned into a grass field for football practice and the like. Uh and I think I kind of I hit on these topics already here in the in progress slide. Upcoming there in the top left corner
of the screen, you can see the 700 building. So, there will be a concession stand kind of installed in one of the old rooms in there that will have access from one of those exterior doors. You can walk in and order some food while you're at the baseball game or soccer game, tennis, tennis match. Um so, upcoming there's going to be a lot of sod, grass sod being installed here
in the coming weeks throughout the south half of the site and then a little bit in the north part of the site like you saw in the last picture. How much of this will be? Um so, what you're seeing there, that that will all be. Grass. Grass. Mm Yes. That's a lot including the other on the north end of the track. Yeah and so this this is size to fit a full-size soccer field. Okay. Um so, soccer, lacrosse, those you practice games.
Um there will be, you know, an area for bleachers there as well. I think on over on the it'd be the west side where you see the street Um quite a bit of room for bleachers over there. Not like a Stadium set up but but a a good amount of bleaches. Okay. And then over there on the left, it's just barely out of view of in this picture but the batting cages have just recently been installed as
well. Um I think maybe we'll see that here in coming video. Yeah, you can kind of see them in the background up there. Some construction metrics here on the screen and as as you're looking at those, you'll also see there that construction and progress on that parking lot for the 700 building, which will be used for quite a few different things from storage for district IT to athletic
storage, concessions, and the like. So, here comes, I should warn you guys. Well, one, Jason picked out the music and I'm very proud. Yeah. So, Push yourself on juicing, huh? Last time, we played a song that we had we had purchased but I didn't create the song. I think Facebook flagged it and maybe kicked us off of the live stream for a second. So, hopefully that doesn't happen
and if it does, be ready to to get. That's why he threw it. Well, he already pushed it on Jason. Alright. That's good stuff. Oh, like that was a pretty fitting song. Dan, are we still online? Are we still online? Okay, just checking. Good deal. Um you will notice, I forgot to clarify earlier that outfield for the baseball field is grass sod. So, the infield is turf Um it's set up where you can play both
softball and baseball on it. Yeah, that was kind of a big deal to make sure that we took care of of the softball league as well. Mm hmm. Yes. South. So. Yeah. This is what you're kind of seeing in in here. Yup. No. The the big gray concrete slabs. They're not painted yet. Yeah, I Yeah. Mm hmm. Yeah. So, the athletic surfacing is coming up here soon. They'll surface those and
paint em and so just not quite shown in in the most recent pictures. So, that was something that was really exciting that we got to do because we were going to do four courts and we were able to add six, two more for six so that we could do competitions. That's cool. We still came in under budget which is really exciting because a lot of our students either have to go to Canyon View or CMU and a lot of times there can be some scheduling conflicts and so this is
really exciting because this this not only affects like Junction but this helps all of our teams and so thank you guys for being able to get those two extra courts in because I know that makes a big difference for all of our schools. So, that was pretty exciting to be able to do that. It is exciting. We've only got a couple months left and and it's been a really good project. Yeah, I think. Really good. To see the the rest of it. Be able to walk all of those the fields and the courts and all of that. I yeah it will be really nice. I'm excited to go to some games there. It's just a
beautiful campus so. It'll be fun to just get to enjoy it and not be working on it all. The time. I must say. Doctor Hill you had a question. A long project but I look forward to the the next one it's Fruda and Yes. Central. Central. Really getting those those schools where they need to be. Absolutely. Doctor. Um yeah. I just wanted to confirm so that the field you said crossing soccer. So that's it's competition size right? It is. Yes. Exactly. Okay. So we could we
could technically I know there's not a lot of bleachers but we could technically but there won't be lights though right? So it'll it have to be a daytime competition or something on the weekends during the day. Correct. Okay, thank you. Yeah, lights I think would have been a pretty penny so. Yeah, their their expensive. Um but the nice thing is that you can always come back later on and add those in. If that's a desire. Alright. Any other questions on the high school? It. Um then we will switch over to the update on the 20
twenty-four bond projects. Um let's see if we can get that back up on the screen out here. There we go. Awesome. Thank you. So, once again, kind of keeping this first slide similar from presentation to presentation, just a reminder of the three big parts to the bond projects. There's Central High School Improvements. In additions, Fruit of Monument High School improvements in additions and then the priority improvement projects or the pips.
So, been really busy with these projects, especially the priority improvement projects The design team has done a really good job of of getting through design in a very compressed schedule and they got the 100% construction documents out here just about a month ago. Um so that the contractors could then price them and get competitive pricing
from subcontractors and you know, proposed guaranteed maximum price estimates. Um so, all that's happened here recently. Um along with the furniture design for each one of the schools happening in this first phase. Um just a recap there are eight schools here in this first phase that are getting work done on them and actually, I think nine now Orchard Avenue Um there was
some needs at Orchard Avenue to get work done really quickly. Some small group rooms and so that got added into this first summer's phase of projects. Procurement. There's been quite a bit going on there for abatement contractors were awarded work. Uh one for some work at Central High School to get ready for the project that will start here next year there. Um one for Fruita or Fruitvale Elementary School, one for Taylor,
and one for Nisley. Two moving companies, were selected Mesa Moving will be handling four schools. Uh two men and a truck will be handling two schools and then one of the the general contractor handling the projects in Palisade, asset construction management. Um they brought on a moving crew under their umbrella. Um those those projects are a little bit different out there and so they've they've got
moving under their scope of work there. Procurement, furniture, that procurement has just finished. Um Office Outfitters was awarded the furniture package for this first phase. Uh and then construction there as I mentioned earlier that guarantee maximum price or GMP estimates were recently completed. Uh permits, permit applications were submitted, submittals are in progress,
And we're just hosting pre-construction kickoff meetings here this week coordinating between the abatement contractors, a general contractors, and and their subs. So, this slide gives you kind of an overview of work happening at each school and under, you know, which general contractor each school falls under. Um can they're a little bit hard to see there on the screen. Um just with the the colors but
Taylor and and Palisade really kind of being to the the larger schools happening out there in the Palisade area. Um and those include abatement work, fire sprinkler ads, fire alarm, addition there at Palisade High School Security Best Cable Improvements and additions there at Palisade High School. Um and then Taylor Elementary gets some breakout rooms and some I believe there's some sped improvements,
some sight fencing Uh work work like that. Mason View and Thunder Mountain are very similar schools. Um very very similar floor plans and they have very similar scopes. Uh fire sprinklers, some playgrounds, playground surfacing, addition of some drinking fountains, capping of the bubble and the sinks in the classrooms. Um so a lot of the sinks in the classrooms have these bubblers
to drink out of and just not not allowed by code and sort adding drinking fountains capping the bubblers. Then the four schools that FCI has and actually now five with Orchard Avenue being in there. Being Chap Field, Fruit Vale, Nesley, Rocky Mountain, and Orchard. Um have a a good variety of work but primarily fire sprinklers, fire alarm, and breakout rooms sped improvements.
Um there's some playgrounds in there as well. Some some site improvements. But that's, that's kind of it, overall review of the the scopes there. Central High School. Um once again, a little hard to see the colors on the screen but the conceptual design and estimates were recently completed for that project and as you'll recall there in the master plan, there was the original
kind of thought was a an L-shaped classroom wing edition up here in the northeast corner of the site. Around the you know, where the tennis courts are at but as meetings were had with the students, with the staff, with the stakeholders, it it seemed as if that wouldn't really address a lot of the core needs being it's very spread out campus and very difficult to get from one side to the other as it is and
you know, expanding outwards wasn't really fixing that along with its very disconnect campus similar to Grand Junction High School was a lot of different buildings that weren't connected just not a secured and closed campus and so the going through all the design advisory group meetings, focus group meetings, the plan was set in place to do an infill here
as you can see in the the darker area on the screen. Um of a two-story classroom wing. So, there's Federer Hall is this building right here and the there's a a portion of it right here that I believe is was an addition at one point. Um both portions are are older. But the plan is to demolish that south portion of
Federer Hall and build back a two-story classroom wing here in the center, kind of the heart of the campus. Uh and then take admin which is currently over here and shift it over over here. Create a new secured entrance into the building. Um so an entry here. Two story classroom wing and then there I believe there's classes up here.
Some renovations to the wrestling area and then because this this portion right here is currently a locker room that would also be demolished and then put back over where the current admin area is. Um this way you get one kind of main secure entrance where admin is at and it's close to the classroom areas. And then you've got still
possibility for a after hours kind of events entrance over on this side with access into the gyms, the auditorium, and you can kind of section the parts of the school off. You can close down, you know, the school side events in the evening. And then you've got all of your teaching, your classes, your learning areas here centralized, closer to each other, not so spread out, all under one roof, and then the
Federer Hall would get renovated into some classrooms as well. Library, I believe would be, I think there's the library spaces right here kind of in the center on the first floor. Along with that, there'd be some improvements to the cafeteria that song defined as as of right now. You know, it's still actually this week, tomorrow, lots of, lots more meetings with the user groups to further define spaces, really, you
know, diving into the details as the schematic design progresses. We're hosting weekly OAC meetings, stand in touch with the the contractor on pricing as the plans develop. Here come about mid June or so we're supposed to receive the schematic design then it will go out for some pricing just checking to make sure we're still on track to be within budgets. Um that's expected to be
done by mid July with then the the plan would be to have a presentation to the board on August 5th at that board meeting. Um probably have the architects here and dive into the details a little bit more. Michael, what the green areas? The green areas. I am colorblind so that's not a great question for you. Just south of the of the dark portion and it's just are just you know the south. Here. Yep. So there's there over there
where the little exes are. There's a square up here above and then there's some. Yeah. Like behind all that up there. Like this and this. I I want to say that's just like grass. I think that's outside of the. Maybe grass because it's at the entries. So I'm wondering if it's an awning or. A canopy of some kind or I'm not sure if that was in the I don't know. In that conversation. Okay, it's a little, the text is a little small and hard to read at the moment. I can get back to you on that, Angela. I don't believe that that structure. Okay. Um but I
can get back to you on that. I'll be at the meeting so. Okay. I'll be fine. Okay, I just want to reiterate some things that Mike has already talked about in the in the plan that we have currently. The the adjacency of classrooms to the administration office has changed in this design and that's intentional. What we have right now currently is is classrooms that are very far away from administration. And so this creates a much safer and secure environment for getting to students quicker. Um
having better access to the classrooms. Everything again as you mentioned is is closer together rather than a hike. You know any of you that have been there you have to take a little bit of a to get to the classrooms whether it's at the end or through Federer Hall there were little feedback Alright. Thanks. Yeah and another thing too is I think this sets the district up before long term, you know, down the road expansions. Right now, with the
buildings all being scattered and spread out, it's it's really difficult to come in and and and providing addition without, I mean, it's just see but with infilling this area, if there's ever a need to come back and add on to the north side of one of these classroom wings or build back where the current two-story structure is. I I think there's that flexibility. So, this was really, sorry, go ahead, Andrea. This is, so this takes up that whole
metal open courtyard area or does that still leak? Courtyard is still open. Still leaves it there. Okay. That's yeah, there there will still be this courtyard area up. Oh, it's okay, the courtyard's to the for that. Okay. That was something that they wanted to keep so that was. Mm hmm. It's nice to have that. Mm hmm. As long as everything else is is connected so that kids can stay inside and not have to cross that area. Yeah. Um it was it just kind of for the community. It was an interesting journey to go from kind
of where we started with taking down the old building and really just shifting it. Mm hmm. To having to go kind of start from scratch because that really was not feasible to attach the building Connect everything. And so this is this this looks great. Um compared to where we started with. This is this is much. Yeah. More sensible. And and I just I just don't think anybody saw it as we were beginning the project. But once we got into it it became obvious that
what we initially intended wasn't really going to work well. It's really going to be beneficial. This is really going to be this is really going to change Central High School. Mm hmm. Significant way Yeah, it'll look great from the front. Yeah. Fresh oak, fresh entry. Yes. I think we'll really. Nice face lift. Uh huh. Really make it. Um the only, I do have a question. Um is there room in the budget and and are we remodeling bathrooms? Um so there will be no bathrooms in the
whole building. I saw that is one way to take care of that problem. Good job Micah. Micah. Uh there there will. Very innovative. There will be new bathrooms in The new portions. The new area. Locker room area. As of right now. I'd have to take a look at the extent of what's maybe included in the cafeteria remodel. But there's not anything in there at the moment to remodel bathrooms outside of these areas. Outside of the scope
of work. Outside of the scope. Yeah. Uh it is something that we're hearing a lot. It's something I would be very interested in if we can. Mm hmm. If we can if we can squeeze a little more. Mm hmm. Out of this. So, I'll be I'll be there to start squeezing next week. Okay. Sounds good. I can't wait for your voice to be there. I, yes, I'm sure you cannot. It's a hybrid. It's been coming up at a lot of meetings. So, I I mean, I've been in them and. Yeah. I think it, I think it would, be prudent too. Mm hmm. We
understand. Do some things there. There's lots of plumbing issues there. Um. Sure. Looking at the main sewer line is a part of that. Okay. Uh that runs from the west of the billing clear through the under it and the east. Um we've had issues with that. Um Federer Hall, just got a call the other day. There's literally brown water coming out of the faucets. Um. Excellent. Well, now is the time to fix those things. We understand that there's. Yeah. There's some bones that need to be fixed too. Good. Okay. Yeah. Thank you. Yeah. Somebody has if somebody is in a wheelchair, how do
they get up to the second floor? So, there will be elevators going to the second floor. Do you know where that will be at? By chance? What's that? You know where that'll be at in the. Yeah. Was to the entrance there, I think. There was going to be two areas I think one around here. Yup. And then one towards the back over here. B 2. Mm hmm. Wonderful. In for people who want to go to like you said like if they go on and go in the gym after school hours the entrance there will also have a ramp for
wheelchair, accessibility? Yeah, I think that that will have to be something that's considered. I haven't looked at that specifically but I think we'll definitely want to make sure that is eighty-eight. No, that was, that was such a big reason that we needed to make these upgrades to Central High School so. Absolutely. They're going to be. They have to be completely ADA compliant when we're doing this much of a remodel on the. Cuz if you keep it the way it is currently, they're just theirs. Mm hmm. And so, a person in a wheelchair cannot get it into that
classroom that way. So. You're correct. Yup. Yeah. Um so, there's, I mean, it should be an improvement to the current ADA situation at that school. You know, as I as I recall this north, two-story classroom building in order to get into that right now. Student has to go outside all the way around and up to the second Lord that way. Um. Can't get in the second floor. Uh you can't get in the second floor. Second floor is not accessible there. To your point, Jose, the there will be ramps within
the new section. So, those ramps will be going back and forth in order to change. There's a large elevation change from north to south. That's why we have all those stairs. Uh so, there'll be a lot of ramping installed in this renovation as well to make all those areas accessible. They do want to make sure that if a child or a parent wants to go to a a game or a wrestling match wherever. Yes, sir. It would have the accessibility to be able to go into the building. Absolutely. Yeah. We have to do that, right? I mean. Yeah, it's. It's a non-negotiable. It's the whole building. Yup. Gotta follow all the
rules at that point. It's grandfathered in. Yep. Any other questions on Central? So then oh sorry I I forgot there's a slide in here with some of the floor plans. Once again pretty hard to see. Um these are in the slide packet if you guys want to take a look later if you have any questions. Um would be happy to answer them. But you can see yeah the I believe an elevator here and I
want to say here. Yes I believe. Um you know wrestling room. Uh remodel, classrooms, remodel of Federer Hall Uh things have changed some but still the library kind of center area. Some classrooms, admin upfront, and then, yeah, you're you're not having to go outside to get to anymore the classroom buildings. Um provides more of a heart to the school, central
area. So, then, last but not least, we've got Fruita Monument High School Uh the process is going somewhat in parallel to Central High School just a little behind but conceptual design was recently completed on that as well. The conceptual estimate is in progress. Should be seeing that here this week and then we'll transition into this schematic design. Design advisory groups and user group meetings are ongoing.
And similarly, you know, we'd like to be able to have schematic design and the estimate completes to be able to present to the board here first week of August along with some community type open house for each of these projects. So, here you get a little bit of a floor plan of what Fruda Fruita's improvements would look like. Um down here in the southwest corner, there would be two
Science Labs, one biology, one chemistry added along with two science classrooms for a total of four science classrooms down here. Um science, prep and storage, some restrooms added here, hallway. Once again, Fruita is very similar where there's a bunch of outbuildings and the goal here is to connect them. Um while providing some adequate classroom space. So,
up here, there's an addition around this building to enclose it, get everything under one roof. Here in the center where science classroom is currently are, those classrooms would then be renovated and there's currently this corridor that comes down right here and then dead ends that corridor will be taken through to help provide ease of access. Um and then up here in this
area of the building, there's currently an outbuilding over here, the ag building in between that and the main building, there will be an addition with more of the VOAG Um I just forgot the word CT classrooms. They're all. Yup. Yup. Shops, business, engineering, all those type classrooms will be in there. Then, with some renovations in here to make all that classroom flow work properly.
I think Doctor Hill has his hand up. Oh, sorry about that, Brian. Oh. Doctor Hilton. Oh that's but that that's been up for 30 minutes. I apologize. Oh. How'd your sense of humor is strong tired? After 12 hours. Yeah. I just never took it down from when. Okay. I apologize. Okay. Just wanted to make sure we weren't missing you. Okay. Thanks. Okay. Any any questions on this design? No, I just want to say that. I just want to give a shout out to all the teachers and staff that
participated in getting this right because there were many changes and many auditions of kind how this would really work best and what was most impressive to me was their concern for each other. Yeah. Was really impressive. You know, no, we could get by with this. You need that more. I mean, it was really such a a great community effort for them to come
through and I mean, really put a lot of thought into what's going to best serve their students in in these and and keeping in mind that we really did need to be super responsible and make these dollars go as far as we can for everyone involved. So, it was very, it was really nice to see that in action. I would agree in the design team, I think, did a really good job listening to all of that and putting together a design that was
affordable. Yes. It very well done and you know, there's a lot of ideas upfront that wouldn't work and this turned out to be even those conceptual at this point is still a really good design there. Very exciting. And I also appreciate that. Our students will be safe. Yeah. Enclosed. Yeah. Absolutely. It'll be enclosed all. You know, if they want to get in, it's only one way to get. Absolutely. I I think I think that's wonderful. This allows
everyone under one roof and also gets rid of the two modulars that we just added and also the two modulars on the east side. Um so, those will go away as well as we're adding enough space to replace that. So, you're right. Everybody's under one roof and and safe and secure. Not to go back to Central a little bit. Um are there is there any talk about the tennis courts and the fields and the tracking field for for those guys out there? I know that there there's a lot of concern that they have to leave the premises to go to Stoker to practice
and Yeah as far as the tennis courts go I think that there's some money included in the budget to replace those at the moment not I don't believe it's six. I believe it's four and once I think that's something similar to Grand Junction High School maybe there's an area where those be added. Um as for the maybe the track and feel, I'll let Clint speak to that. So, I'm not sure what the long-term plans are there. Doctor Hill, I think you had your hand up. You
had a question. Yeah, Um well, actually, in newsroom made me think of this, Michael. So, for tennis, yeah, you're right. We'd have to we'd have to I think originally we we looked at four courts because remember those courts that are there now, that was a partnership between Mesa County and the district a while back. So, I think the original was just to replace the existing quartz because of the design. We were just going to move them. So, if we were going to add two more for to be able to have competitions, we'd have to have that conversation on whether or not there's funding there. I I would say,
I appreciate the question about the the tracks, the all-weather tracks, and the and even a turf field. Um you know, we were able to do that at junction because there already was a track there and it was resurfacing and then we had the funding there to be able to do the the field that that has been something that has been brought up by multiple schools. Um about one the issue around the fields is when you use the fields, grass fields in the fall and they get torn up and you don't have as many fields available
for spring sports and so it becomes an issue for, you know, if the if a boy's football tears it up in the fall and then some of the girls sports in the spring don't have access to the field that becomes an issue. So, we've had some conversations about is there a possibility of being able to put in at least one turf field at the other three high schools. Um so, we could eliminate that issue and then the same with the tracks, you know, the I'll just be honest. I think it's kind of crazy that our high schools have dirt tracks but I'm also from Texas where sports is everything. Uh
and so so it's it is an issue because to your point VP Jones you know track and field students or athletes are having to get on the highway and drive to Stoker and that's a safety issue. And so we're trying to find out ways to eliminate that. And then the other issue too is we had teachers express to us that that's also an ADA one because like some of our special education teachers, they want to take their students in wheelchairs outside and out to do laps on the track and they can't even get up onto the track and once they do, it's gravel.
So, I think if there's an opportunity, that is definitely something that we want to explore. We've had conversations and we back to the board and talk to y'all about it but if there's if there's opportunity to do that, I know we have all-weather tracks at the I keep, it looks like I'm cutting out. Sorry if I'm cutting out. Um all-weather tracks at all the high schools and then potentially a a turf field as well as well to take care of some of those issues. Sorry, I I look like my friends grows or a screen froze. I'm just going to quit talking. I'm
going to mute. I'm going crazy. We caught we caught most of what you said. And I've had some preliminary discussions already with some folks that we might have some opportunity to get some grand dollars for for tennis courts. So, looking into that right now. Yeah, I think, I think if we can, find the funds to do that. I think that's been a priority for everybody to because it, I mean, like Doctor Hill said, it checks a lot of boxes for, you know, girls sports, guy, you know, all of our sports, special
education, you know, lot lots of things and it it avoids kids getting on the roads and driving, you know, so, check mark safety and security. So, I think it's something we'll try to see where we can maybe save some dollars and get one each of those at our schools. So, we'll certainly see what we can do. So Cool. Great. Thanks for the update. Any other questions? Do you have any more to. Oh. Nope. I'll add something that wasn't on your
slides with the pip projects. Um well, we've gone through the pricing and and looked at all of our GMPs. We're we're sitting really good with our with our funds right now and our budget And so I I just want to note that. That some projects are a little higher but most of them are under budget. Um and so overall we're seeing ourselves in a in a positive place. Good job. That's good to hear after going through Grand Junction and holding our breath. Prices were escalating faster than we could keep up with. Yeah. It's good to hear this.
So, I mean, do you feel like that stabilized across the board a little bit? Well, there's always unknowns, right? There's always things that we can't anticipate but at at the moment, the things look really good. Just the pricing on things is really what I'm mostly talking about. I mean, we were watching escalation to to everything whether it was building materials, furniture, whatever. I mean, we were scrambling to lock in on those things because every week, they were going up and that doesn't seem to be quite as crazy
as it was there for a while so. We've still had some concerns with with the tariff discussions and some of those things and whether or not prices will increase there but Yeah. Yet to be seen. Fire sprinklers for all the schools. You know, we're able to work with the general contractors in their subcontractors who work on getting that material ordered early before those were impacted by any tariffs and similarly with furniture, we're trying to get that ordered as soon as possible. Tryna
work as much as we can to make sure we're not getting hit with those but like Clint said, yeah, there's there's definitely unknowns but we're we're sitting good right now. Okay, thanks. Yep, of course. And one last thing, we are starting to plan for the twenty-six twenty-seven. Mm hmm. Uh bond so that's also in the works. Great. Great. Gentlemen. Thank you, guys. Alright, Andy, if you'll join me and I think my ricotta friends are
probably here by now. We sure are. Oh. We made it. You made it. Awesome. I gotta say here. We do slides. Alright. So, next up, we have our bond and security system presentation. So. Yes. Alright. Alright. Thanks for having me again and I've got a few new friends. So, Andy Means, our director of safety and security. Andy, sorry, Anthony Magliaquino. Did I get that right? You guys. Well, alright. Well done. And of course, Eddie Moore and Anthony is with
Vercata and so, he'll answer all the tough questions. So, alright. So, we just want to walk you through some some of the safety and security work that's underway across the district Uh with the support of the bond, we've been able to make some real progress updating updating our systems, improving consistency, and putting tools in place that make our school safer for both students and staff. Uh this is a quick overview and highlight of where we are, what's coming next, and how we're stretching dollars to get the most impact. Alright, next. So, we're
excited to walk through some of the key steps we're taking to make our school safer and more secure. Uh again, thanks to the bond, safety, and security was clearly a top priority for our community and we're building on that em right now. We'll start by talking about how we're improving monitoring across campuses, upgrading cameras, expanding coverage to help staff respond quickly when needed. and then from there, we'll cover the new outdoor intercoms and allow us that allow us to keep our doors locked while still being able to see and talk to visitors before letting them into
the buildings. We're also adding visitor management systems to every school which means there will be a digital check-in at every building. Instant alerts and better consistency across all of our buildings. Another big part of this work is making sure that everything ties together with our partnership with law enforcement and emergency responders. So we're all on the same page. Uh we'll share the roll out plan, what that looks like, and how we're supporting schools during that transition. And while the bond is helping with this, we're also looking into grants and other
resources to help us and go even further. And finally we'll wrap this up with a reminder of why it matters. Um above creating spaces where students feel safe and staff feel safe. Alright, so keeping students safe. Um keeping students and staff safe is at the heart of everything we do. Uh when when the passing of the bond with the passing of the bond, excuse me, it was clear that safety and security were our top priorities. Not just for schools but for our entire community. We know the
world is changing and so there are challenges that we face that we're and we're taking a proactive proactive approach to school safety. From upgrading cameras and intercoms to improving how we manage visitors. We're investing tools to help protect everyone on the campus. On campuses. Uh we're also working closely with local law enforcement and community partners to make sure that we're we're ready to respond when it matters most. And most importantly we're focusing on long term and thoughtful solutions that keep our schools safe while we're
supporting a positive place to learn and to grow and with that I will turn it over to Anthony to talk a little bit more about what we're doing. Yes, thank you, Clint and and thank you everyone for having me today. My name is Anthony Molly Oquino. I am the representative ricotta that oversees K to 12 projects in the state of Colorado Um as a company, we are in as a technology solution provider about 5500 schools nationwide and I've had the opportunity to work very closely with a lot of them. So, I I feel like I can say District 51 from my
perspective is is pretty unique and I say that because what I observe with with District 51 is really over the last year and a half, multiple departments coming together, putting their heads together to think about how can we harden student safety can we keep our facilities, our students, our faculty safe. So, it it really inspiring to see Eddie and facilities Dan and and Matt and IT, some of the other departments as well really rally behind the security department to spearhead an initiative like that like this. So, here today to talk a little bit about what we've done. So, really started
again about a year and a half ago but somewhere around this time last year, we found ourselves assessing the district for needs. Uh what that entailed was we went to every school in the district. We walked up to every camera in the district which was quite a daunting task at the time. There's over 1, 000 cameras. Um but that was our opportunity to really solicit feedback from not only the security team but also the boots on the ground, the principal, security staff that are local to the various schools to really understand where they saw needs, where they saw deficiencies, and you know, of
course, a lot of this initiative is increasing camera coverage, increasing visibility, decreasing blind spots, so on and so forth, and we were able to identify some some other deficiencies as well. Certain things like difficulty standardizing different security practices district wide. You know, we started to observe certain schools that were going off into their own direction for things like visitor management, some schools that were purchasing things like doorbells to keep that front vestibule locked and secured and you know, and talking to the security staff of the district and Andy's team, that presents some real
challenges for how do we standardize policies, procedures across every school in the district and we really took the the lens of how do we take even the oldest schools and oldest facilities in the district and bring them up to the same standard as far as security is concerned as let's call it a Grand Junction High. You know, even the newest, latest, and greatest technology that the district has today. So, a lot of this, again, about leveling the playing field whether a student goes to, you know, an older facility or whether they go to one of the districts new and and beautiful and big facilities, they are up to the same security
standard across the board. Um so, a couple of things that we noticed while we were assessing the district right off the bat in with with Andy and Tammy and the security office that are often times reviewing footages. Uh couple of challenges in doing so. One of those challenges being retention. Uh so, with the traditional system, with the legacy system that was in place, the district had around 10 days of video retention, I say around because that even wasn't consistent. Uh so, that that really led to a time crunch when video was requested to how quickly
they they needed to react it and capture that video and ultimately export it onto some sort of external to save it for later. Uh so what we've done every camera in the district is now going to be 30 days of retention. So, giving them that that time that they need to be able to find key pieces of video especially if an incident isn't identified the day it happens. From there, we've taken steps to allow redundancy as well. So, not only storing the video on premise but also storing the video in the cloud and allowing for footage to be archived beyond that 30 days. So, if an incident needs to be taken to
court, let's say three, six months down the road, that video is going to be there. Time sta accurately so it holds up in court with various other analytics functionalities to respect student privacy like face blurring, etcetera. Uh you know, other than the the time crunch that they had to find the video itself, it was also an extremely manual process. So, if a piece of video was identified or requested, the feedback for us was that could take hours, sometimes even a full work day just going through and sifting through footage trying to find that exact incident, that moment in time.
So, really trying to put technology in place that that gets that from hours down to potentially minutes and even seconds and I'll talk a little bit more about the ways that we do that. Um You know, other things like advanced analytics, what we noticed with the district was there really weren't any any analytics at all when it came to finding footage. Uh that led to some challenges both with historic footage going back and being able to find a person, a vehicle, etcetera, etcetera and then, in the moment, accessibility to these systems. If there is a real-time emergency, something that the security staff are
responding to, having technology in place that they can leverage in the moment to hopefully reduce response times quite significantly. So, things like motion analytics, things like vehicle analytics, person analytics, etcetera, etcetera and ultimately, you know, our priorities are to create a platform that the the district can train staff on over time of of a platform that they can build policies, procedures, etcetera on that's going to stay up to date with the Times. You know, technology is consistently changing. This migration is is much of a migration from on premise to the cloud and that allows us to put the district in a
position where even five, seven years from now, we'll be able to push proactive software updates out to this system to ensure that the the district security infrastructure stays up to date with the latest and greatest standards. So, Clint, you can probably. Well, before we jump to the next seg, Andy, can you speak a little bit to the time that saved by being able to access video? I actually can. We had an intimate Central High School around three fifty-seven. Have we got that on our old system? Because Central just got
new cameras placed today. It took one of our officers three or four minutes to actually find that piece that we needed where as Barb realizes had that been in the antiquated archaic system that we have. It could have taken a full day or two if not longer to find some of that footage. So, we got it within minutes to give to officers in the school where it would have taken hours to days. Alright? And I think the next one's
you, Anthony? So, on this next slide just closing up my piece here, a couple of examples of some of the analytic functionalities that we're in the process of putting in place for the district. To my left here, vehicle analytics. So, let's say there's a hit and run in a in a parking lot or you're looking for some sort of suspect vehicle, getaway vehicle, etcetera. You know, historically, that involves sifting through again hours of footage to try to find that moment in time with Vercata. Uh we have a lot of different analytics functionalities, you know, leveraging some of the the latest and greatest in artificial
intelligence to be able to narrow down to those moments in time of things like being able to put in. I'm looking for a truck and that truck is red and immediately finds the the clips of video that depicts that image that you're looking for and then to your right, I think this is really powerful as we continue to deploy infrastructure, cameras, environmental sensors, access control, door intercoms, etcetera. We actually tie them all together onto interactive floor plans of the facilities themselves. So, this is really powerful for again, training security staff over time if they're not intimately familiar with the
facilities. They don't necessarily need to be right off the bat with the Vercata system. They can orient themselves to where a camera is on a map of a facility and know immediately where to dispatch. This also plays into working with some of the independent agencies or third party agencies that the district works with as well. Uh these interactive floor plans, they're shareable and for us, that's can we put the power into a principal's hands, an SRO's hands, any boots on the ground, security staff that's on site at the facility that in a situation where first responders
are arriving, not necessarily familiar with the layout. We never want to see them standing outside a facility unsure if they can safely enter. So, with this technology, this allows a principle to via text or via Email, share out this interactive floor plan so they can immediately orient themselves, know where the suspect or perpetrator or incident is taking place in a building and know exactly where they can safely enter and hopefully reduce response times quite significantly. So, just a couple of examples of of what we're implementing and again really
excited about the partnership with the district. I think we're going to do a lot of good. Anthony, why don't you talk a little bit about the door intercoms? Yeah, happy too. Happy to. So, like I had mentioned along the way of assessing the district, one of the things that we noticed was we started going to various schools and right off the bat we saw and and I'll call them Amazon doorbells. Just doorbells that were bought online. You know, it became obvious that you a couple years ago was single points of entry in K12
environments. Now, it's no points of entry at all, right? Even that main vestibule, you want it in lock state during the day. So, a lot of the schools had taken upon themselves the initiative to try to implement these systems and and this just again comes back to to standards across the district. We've got different brands of doorbells. None of that is necessarily over overseen. Lack of oversight by the security department itself. So what we'll be implementing a district wide at all of the schools is video intercom. And what these devices look like, they're devices that will be in the front vestibule. The front door will
be locked. Uh a patron or visitor would have to walk up and that doorbell button. Have a two-way conversation with the front desk staff that can visually see them on both security cameras and the intercom unit itself and then, of course, if it's appropriate to admit them to the facility without having to get up, they can press a button. They can pop that door open for them to to then, you know, walk in and and go through a process that we'll talk about a little bit later in the presentation which is the visitor check-in experience. So when when students arrive in the morning or at the end of the day, those
doors, those front doors will, as usual, we will be open and students will be be able to come and go but during the day, if Andy shows up to pick up his son or daughter for a doctor's appointment, he'll have to hit that button to check in to make sure that he's supposed to be there. Alright, you can. So, the visitor management system, we have a couple of buildings that already have some kind of a visitor management system set up in them and so, parents come in They check in at the visitor management system. They get an ID. Uh
some are just a sign-in sheet. Somebody comes in and they sign in on a sheet and that's kept as a record. This is going to provide consistency across the district. This new visitor management system will tie into the rest of the security system. It'll also be something that can be accessed from from Andy's office as well. We'll be able to know who's in the buildings at all times. Um there'll be real time notifications of somebody is supposed to be in the building and we have record of that. Um again, digital check-ins and
badging. Folks will still be able to get badges in the when they come in. Um access control is improved. Again, with the with the intercom and the badging. Uh we know who's going to be in those buildings at all time. And again, that seamless integration with everything else that Percata provides with the camera system. Alright. Good. And I'll turn it over to Andy. Here's one of the pieces I'm really excited about. Um I think some of you have got to visit the real-time crime centers at the sheriff's office. Is that
correct? So, that's something that I'm implementing within my own department, creating that in in our office. So, to mimic kind of what the sheriff's office and what Grand Junction Police Department has and what this system allows is us to integrate directly with them. So, not only will GJPD get it, the sheriff's office will that fruit of PD will get it. Palisadeal PD will get it. So, this allows them to see and view live. We can send a text if we have
an incident. I can send it to an officer and they can get a live view on their phone within seconds. Um so, this piece I'm really excited about and I've got that set up currently with or law enforcement partners. Alright. So, timeline, we've already talked about some of the cameras that have already gone in. And thank you, Vanna. Alright. So, installation of exterior cameras is already started right now. I think the last time I looked, we're almost at about 400 cameras
that have been installed on the exteriors of our buildings. Um and then that will happen through the end of this month. Then, the installation of interior cameras will begin this month as well, probably at the end of this month and move into the to August and then install of new intercoms that will happen simultaneously with that as well and then the completion of the project in August before school starts again. We'll have everything up and running and ready to go. And then training for staff will start after that and then ongoing training
will continue as well for for staff. Alright. So, here's something I thought was important to talk about too. We had an overall budget for security cameras in the bond for just a little over $9 million dollars and what I can tell you is that when we decided to move with ricotta we we did the right thing. We saved ourselves quite a bit of money and got probably four times the the cameras and access control and
visitor management, intercoms, and so that cost was about $4. 2 million dollars. We have auto software updates that happen continuously and we have a system that's warrantied and will take care of us for the next 10 years. We won't have to do anything with the system rather than just use it. So we're pretty excited about that. I know Andy is. So, that total project savings is nearly $5 million dollars and we want to be able to to redirect that
towards other safety and security enhancements across the district and we'll we'll talk about that as we move forward, right? Um right now, both myself actually Eddie, myself, and Andy are going to be doing, I believe, on the the fourteen of this month we'll be doing best grant application interview. So, hopefully we'll be able to secure some more funding for for some more security projects as well. It'd be great. Yeah. Absolutely.
With how well you guys did with the camera budget That's amazing. So, we're pretty excited. I know everybody is in the office. We're looking forward to getting this. It never goes that way. It's usually well we had this much and it we're, it's going to cost a little more. Yeah, it's going to cost. We're going to get it. So, that's, that, this is a very nice change of problem to have. It's good. Alright. So, any questions? Oh, well, sorry, one more slide. So, a commitment to safer
schools, alright? Creating a secure environment, that's what we're here to do. Uh I think we've accomplished that with this system. Uh we're going to we're pretty excited. Uh it's consistency across all the schools. No more guessing on who has what system. who's using what, who's doing, what everybody has the same thing and we're all working in the same direction and then of course, we're supporting daily learning when people feel safe, they feel better, they're able to do their jobs, and they're staying focused and really that's what matters and if we're accomplishing that through
this project and we've succeeded. Fantastic. Alright, now questions if you have any. Well, Juan, I was really glad to hear that it's going to be connected to PD and Sheriff because that was one of my questions if they're going to have, if they're going to be able to take a look at the cameras and everything. Yup. Uh of live access in their offices. I think that is wonderful. Amazing. Um when you talked about it going for 30 days in the cloud, court probably won't go til 6 months. So, you need it longer than 30 days because just because court takes
forever. Yes, that's correct. So, these cameras, they're recording twenty-four hours a day. They're not just recording when they see motion. That's up to 30 days. Of course, over time, we're going to identify certain incidents. We're going to want to save for longer than that, potentially for like a court date, etcetera. Uh when they're archived to the clouds, cloud storage for the district is unlimited. Uh so, not only six months but 5 years, 10 years down the road, those archived clips could be safe. Wonderful. And I'm creating a backup system to that. So, we will have it in house and not just
the cloud as well. Oh, excellent. Yeah. And so, who's going to be watching the cameras for the district? Cuz it's just going to be you? Good question. Um sometimes, yes, I've taken one of our security positions and created a dispatcher slash security officer who will set watch cameras be able to dispatch certain things that are going on within the district. Um there's a lot more conversation to be had. We're having that. Well, the
boss having that on Friday with GJPD to try and get us our own 8 hundred radio channel. So, now, we do have coverage across the district. We can use that radio channel to communicate effectively across the entire valley. So, that person will sit there and be able to dispatch out incidents, be able to send out live feeds. Um so, I will have a full-time person that sits in the office will be able to watch video cameras. Excellent. Um when somebody He wants to request the video. Right.
That happened. Right now, they send a we have it's sort of a long process but it has to go through the school to send an Email to request or fill out this form when I get my dispatcher, that's going to be revamped. They'll call my dispatch center. They'll request that. That person will find that video and send it straight out. Okay. The camera can you hear the audio of the camera? Also we're just the video. Yes, you can. Okay, that's. Thank you. Yes, you can. You know, a
lot of that you know, we put a lot of the power into your hands on on a lot of these different points like user access delegation. We can get very granular with who has access to what and when. So, maybe principals at a school need only access to their facility and maybe only live access to cameras to where to Andy's point, the person in the security operation center needs a much more granular level of access to the entire district. We can delegate out user access that way and things like camera audio that could the majority of the cameras have audio turned on maybe in some sensitive or more private areas. We want audio turned
off. Um that's something the cameras can do as well. And regarding that is school? Do they have the ability to turn off the cameras? Um I I don't believe Andy would want to give them that ability. For me. There will be levels of access all the way down to each individual person at school so I can I can set different levels of access to each person and at each school. Okay but I just want to make sure that you know there's there's an
assault going outside and principal decides I'm going to turn off the cameras today and we don't have a video of it. That access won't be available at the school level to where they can just turn off cameras now. Thank you. Yes. Um well the security people that are in the building where they have access to the cameras live right then and there? Yes. Because the the the gentleman or the or the lady who is monitoring the cameras. Mm hmm. Uh they have a lot of
schools that they have to monitor. What happens if there's an active shooter say in Palisade and he's looking at Fruda injunction and all them so. It's a really good way that. They're really good question. Is there a way that it's going to be activated? That there's an alarm or something within the camera system? I'm going to let you answer that piece. There's another piece to this that I'm actually trying to add. It's called Zero Eyes. It is a weapons detection system that is actually monitored by ex-special forces
units. So, if they see a weapon outside the building, inside the building, it automatically contacts them and within seconds, My security department would get that but that is on the outskirts of. Yeah, that's right now. That is not in the scope of work right now. Scope of what we're doing. I don't exactly what artificial intelligence piece with with No, I I can elaborate on that. So, you know, throughout this process, we we've discussed extensively things like zero eyes, right? And a lot of this is about putting the district in a position where we've
got that foundation level that over time has these new technologies evolve. We're not having to rip and replace an entire system to adopt them, right? This is a system that can integrate with those technologies. So, the the company that he mentioned is one that could ingest our video feeds and overlay weapons detection on top of provide real-time alerts. There are other real-time alerts built into the system as well. Those could be person alerts. Those are things that we're talking about. If it was, to your point, an active shooter scenario, one thing that we've really tried to prioritize is
how do we reduce response times to the greatest extent possible in situations like that where seconds matter, right? And in some of those ways that we can do that is, you know, with the traditional system, it's hard to pinpoint where in the facility that person is with the bracata system, we can use descriptions of what they're wearing objects that are in their hands, so on and so forth that to put into the system to immediately pinpoint where they are within a facility and then give that level of access to first responders that are boots on the ground without them necessarily having to have a lot of experience using our system. So, I talked about, you know, sharing that
interactive floor plan so those first responders can orient themselves and know where the threat is, know where to safely enter. We can also share, you know, video images of what the person looks like, what they're wearing, etcetera, etcetera and hopefully put law enforcement in a really strong position alleviate a god forbid scenario like that. Okay and and I I really like that that you're able to let law enforcement know when they come in and everything. But we don't have something so that if an active shooter comes in and goes into the office. And takes out the office. There's no there's no mechanism that
we have for security or safety. So that they can notify law enforcement that something is going on currently. Is that what I'm hearing? Well we we do have things like lockdowns, right? Like immediately, what what would happen and this is something the district already had in place that we're continuing with. There's key card readers in the facility that if that key card reader is is is swiped. It puts the school into a lockdown. That would send an immediate alert out to the security operation center that would then be prompted to, you know, essentially camera call up, right? Those cameras are going to come up. They're going to you know, see those
cameras be able to start addressing the incident, be able to start dispatch, etcetera. Okay. So, this isn't going to replace like some of the manpower pieces that we have to have with the lockdown systems or the shelter in place. Yup. We have to have people in place to put some of these things or implement some of this to get on the get us rolling when we have incidents like that. Um so the manpower piece, it will never replace. Um if that makes sense. The cameras can zoom in? Yes. Okay. We did that with Central today. Oh, that's
what I want to know. Thank you so much for all my answering all my questions. Absolutely. So, I think my follow up to director Chavez's question is, do you foresee needing to have extra manpower at some point? I mean, I know. 100% Yes. Yeah. I mean, obviously. Absolutely, yes. Right. I mean, I think we all know that we would like to have more safety and security officers. I mean, we appreciate our partnerships with, you know, all the
police departments but the more, the more we could have our own district safety and security teams, I just, I do kind of wonder how that would actually help enhance using a system like this and so, I do kind of wonder if you have one dispatch person like director Chavez is saying like, you have one person monitoring all of those cameras I mean, realistically, at a at a certain point, are you going to need really two people doing, doing that job or something? The only reason I'm asking is because this is something
that from a board level, it's a T up, you know, for our community to say, this all takes money, right? Because bond dollars don't pay for security staff. Those are mill dollars and so, mill dollars, you know, are in ask that has to come from our community 'cuz those are, those are, you know, dollars that we have to use for salaries and so, these bond dollars that we're talking about can't pay for those salaries. Those bond dollars have to go into cameras and
you know, other other things to for for the buildings and so they they're not going to pay for, you know, a security officer and so, while, I, I just want to give clarity to our community that we can't use these bond dollars to pay for safety and security officers. Um I I would love to if we could because bond dollars are only one-time moneys and so, from the board standpoint, these are things that we have to think about in the future that might come back as asks for our community to say, hey,
we're going to need X number of you know, extra security, you know, safety and security people because now, this will help enhance the system that we now already have to make it that much better which is a which is better for our students because it's that much safer so. You're correct. I guess, you know, springboarding on that, you know, what would and not that you can answer the question maybe fully right now 'cuz I know you'd be spitballing it but it's like, in the perfect world, like, what would make, what would
enhance the system that much better by having the best team possible, right? You know, in each and every school. What I've looked at for future is to put two security officers in every high school, one in every middle school, and then have one for every two elementaries. That would give me security in every school and give staff I don't want to say more sense of safety but it gives us the ability to be more proactive in
our schools where I don't always have law enforcement in every school. Um if we were to double in size, maybe triple, that gives me the ability to put people in every school. Into your it would it would be ideal to have staff. Um we know that with our budget constraints that's sometimes not as easy to do. What I think what we find here that with the silver lining is that we have a system now that is going to be able to enhance what we what we have and be able to utilize our our current staff Um to the best of their
ability I think. Just having this. Not spending the time looking for a piece of. Oh. Footage. Sure. Is huge. So, I mean, the technology certainly helps us make better use out of the out of the. Without, without question. And what we were currently having to do is come to the office to find this footage and that pulls a security officer out of the school. Mm hmm. Will now be able to keep those security officers in their schools and they can find places there. Yeah. No. No, this is great. I mean, we
definitely need to be as efficient as possible with what we, you know, what and who we have. Um you know, I just you know, the board has to be the one that looks ahead and and has to kind of be the one that goes to the community to ask and so, if we can be, you know, looking ahead to say, what can we do to help enhance what we have, you know, we I so much appreciate what you guys are doing and helping our dollars go super far and and helping us make our schools, you know, safe
and secure with what we can do, right? Like, I, that is absolutely spectacular what doing. Um we obviously want don't want to stop. We want to make sure that we can continue to do everything possible that we can with the dollars that we have. So, you know, I just we don't we don't want to just stop there, right? We gotta continue to think about all the other things that we can do. So. Great. I think that's great. If we can find something in minutes, rather than hours, then, that certainly helps, you know, in in every sense of way. So. She does. And
will you have somebody monitoring it like like on Saturdays when there's an activity going on in school or if there's something after school, is somebody going to be monitoring the cameras then? That's the other question I see. So. Sorry. No, you're good. Coming for next year to start the beginning of the year, my team will be on call. So, they won't be monitoring twenty-four seven during the school hours. Yes, somebody will be monitoring but if we have an incident after hours, like,
right now, maintenance gets called out which we're changing my security team will be called out so they'll be able to have access to the system after hours to be able to look at bird alarms or something that's happening. Even access on your phone. Even access on the phone. So your phone can pull up cameras anywhere instantly. Yeah, we automate some of that as well. So, I mean, circling back to to, you know, increasing to the greatest extent possible, the operational efficiency of the staff the district does have at the moment. We can configure real-time notifications
to where like if is supposed to have nobody present on a on a Saturday If the camera spots somebody, you can send an alert proactively to security staff so they don't have to be, you know, watching twenty-four 7. We're doing a lot of the watching for them in that regard. Well, instead of having to physically run and jump to be there, you can put pull it right up on your phone and see if it was something blowing down the hallway or if it's an actual person where they shouldn't be. Exactly. It gives you that visual context. Does this all work in conjunction with our
fire alarms and everything too or is that kind of a separate system or The Berg system. Would it would it pick up if something was on fire? Go ahead. Pick up if something was on fire in a building or a student was like putting something on fire in a building. I don't know like. So so to a certain extent access control, Will, right? Because if if that fire alarm is triggered, there's a relay that's going to close with the access control system to make sure that nobody was locked into any piece of the facility. So, in that regard,
yes. Um when we start to and and we we will eventually be talking about the burglar alarm system as well and adopting it into this platform so everything is on that single pane of glass, that single suite, and there's some tie-ins there that that have to do with the fire alarm system. We want to talk about there as well. Eddie, if if I didn't cover that. No, I I think you're you're there. Um it will, it'll help us as well. We can tie into these cameras as well. Um so, we can see if there's something going on. Um as Andy said, right now, we're we're one of the first to respond on a
burglar alarm. And so, we're going, we don't go in the building, we wait for police or somebody else to come in at that time. So, we're changing that protocol but to go back to the fire piece, this will allow us to pull up camera and see if there truly is something going on. If it's just a CO alarm or what are the mini alarms that we have within each in each building, one of those are if there's a flood, so we have flood alarms in our basements as well As as happened at Grand Junction High School previously. Uh so, we can now pull up those cameras
and truly see if it's something going on or a false alarm. Okay. It's great. I just stems talk to which so it's great. And if I heard you correctly then if it's if there's a community event going on at a school on a weekend or after school nobody's watching the cameras. But if something happens like somebody breaks into a car you can go into. You can later on somebody can call you and request a video. Correct. Correct. Yep. Yeah. Correct. It's exciting. Any other questions?
Great. Well. Thanks for asking. We're glad you Yeah. Rector Chavez. That's great. We're we're glad for your questions so. Director Evanson didn't even have any. I think he stole them already. So darn thirty. He had some good questions but I have questions that I don't want to ask. Oh. In public. Okay. There's security purposes for not asking those questions. Alright. Well. Fair enough. I'll ask some of those later. Okay. Well, once once we get everything going in the in our district real crime center, we'll
have you guys over to take a look at what's up because it's going to be. Yeah. Pretty fabulous. Yeah. It's great. Well, thank you. That's great. This is all good. Anything we can do to make our schools more secure is very exciting. So. Alright. Job saving money, Clint. You're on a roll. Whoo hoo. I know. I mean, our utilities and oh well, Doctor Hill was off and now he's back. Is he, is he, does he have a question? Amy? I just, I just wanted to say and maybe it was said when I got kicked off, I just thanks again to the community and the
voters for passing that bond because these are the type of things we can do and when we're able to, we can make our school safer when when we do things like pass bonds. So, thankful to our community. Yes, thank you for that reminder. So, alright. Alright. Thank you, gentlemen. Appreciate it. Thank you. Alright. So, next up, performance contracting? Performance contract law. Clint, are you just here all night? I am. I'm here all night. Alright. So, we have Caleb Shin with Schneider
Electric joining us to talk about performance contracting. If you remember, back in December, we did a presentation where we told you we were going to start doing some building audits and going through all of our schools and seeing where we could save some more money and so we're at that green area right now where we're going through the auditing and and getting through the buildings and yeah by the summer of twenty twenty-five, we should be able to finalize this project and then come back to you guys and have a
discuss about a project approval and what we plan to do with performance contracting whether it's lighting, building automation systems, whatever it is we end up doing and then we'll start project construction in the fall of this year. So, with that sir, I will turn it over to you and you've got the com there. Perfect. Is this? is on? Yes. Yeah. Alright. Thank you, Clint and thank you to the board for having me this evening. You are here. As Clyde mentioned, we are
in the auditing collaboration and design phase. Um this is a very busy slide because we've been very busy these past couple months. Um from an auditing standpoint, we've had a handful of different disciplines out here on the engineering side. Uh automation, mechanical, solar, energy, and electrical. We've looked at over thirty thousand light fixtures. Um we've looked at several years worth of utility, billing data, over at over like 50 different
meters. Um on the mechanical side over 500 units and then 1500 different control points. So, we've been very busy getting behind the walls, getting up on roofs, auditing, and looking at equipment, all with the goal of understanding the district's energy consumption which kind of then tells us where there's opportunity to create efficiencies and improvements. Um so, that's kind of the first part of it. It's understanding where the improvements exist and then, it's collaborating with these guys and the rest of their team to understand of the facility improvements to
drive savings. Which of these things are we actually interested in doing? You kind of you want to juggle energy savings with improvements to the functionality of a building. At the end of the day, we're here to educate kids. That is more important than energy savings. So, the collaboration with these two Keegan and Tony and some of the department heads have been instrumental helping us design our scope of work. Um as far as with the collaborations look like, we have bi-weekly OACs. We have major milestone meetings where you get really into weeds on
measurement and verification, savings methodologies, really fun technical stuff that if Keegan was here, he'd be getting pretty geeked out about. Um. Yes, he would. We've seen it. Uh so this is a state program. There are state mandated meetings that we need to have where we do involve the energy office and then when we get to the end of the design phase, our team, our engineering team submits basically a report on the audit where the state will go ahead and they'll look at all the technical scope, the pricing, the savings, and make sure everything is
kosher before we can move forward with the final project. Um so that's going to be happening here towards the end of summer. It's cost and savings get finalized and one more piece on the collaborations side and Eddie's helping spearhead this. So, the the scope that we're looking at, yes, it's energy savings but most of it impacts the physical learning environment. So, when you think of a classroom, you have the physical climate, right? The heat, the heating, the cooling, kind of the climate of a space and then, the lighting. Um the scope that we're
looking at is not just to drive savings but also to ensure that those things are optimized for learning. So, when our electrical engineers are in there, they're holding they have these monitors that get like foot candle readings to make sure that the candles at desk level or I think it's between 45 and 55 foot candles which is like the optimized level for learning. So, all of those things are happening and we want to make sure that we're including staff, teachers, principals, the folks that are actually going to
enjoy the benefits of those improvements. Um there are a ton of different ways you can configure a lighting retrofit in a classroom. So, we want to ensure that we're getting their feedbacks that we're making sure that a room isn't too warm or too cool as far as the color temperature of the lighting. So, Yeah. So, just add to that. So, we're talking about educational adequacy in our bond projects and we are doing some work on educational adequacy when we're doing our remodeling but this is educational adequacy from a lighting level that is not affecting
bond dollars. We're not having to use bond dollars and we're changing the lighting in the classrooms to to make it better for students and learning Yeah, yeah, and I probably should have revisited that when I started the, the whole idea of this project is to fund all of these improvements within your existing budget. So, within the, the day-to-day operating budget, you're basically able to take utility expenses, current utility expenses, and instead of continuing to send those to Grand Valley Power, to excel, you can reinvest those back into your
classrooms. Um, so that's what we're doing here, and I won't go through the more technical pieces up there, but you've got the front end of the BAS and some energy modeling So, Clint has mentioned building automation systems or BAS and I will kind of quickly do a crash course on what that is Um the vast majority of the scope that we're looking at today is lighting and building automation system. What is BAS? Uh the simplest way I can describe BAS is that is the brain of your of your Hvac systems,
right? So, when it's functioning, it controls the physical comfort of the learning environment. It makes sure that this classroom space is not too hot, is not too cold, is properly ventilated, and when these spaces aren't being used, we don't need to run that boiler at full tilt, right? So, it helps you extend the life of your equipment while also ensuring that the spaces are comfortable. It is also an early warning system. So, when you have your control, when your controls are functioning and you're looking at your front end
which is kind of like the hub where you can view everything, it'll tell you if a damper at Fruit of Monument is not working and then you can go so that it diagnoses the problem, it isolates it, you can head out there, and then you can go fix that problem. When it's not functioning, and it's not communicating with those different control points, you have a much harder time diagnosing the problem, which makes a much, it creates a, longer, I guess, runway of fixing the problem and I guess lastly, when you
have a functioning system, it allows a small team to manage a massive system and and you guys have 40 plus schools. So, a functioning system allows Keegan and the team to really keep everything tight and under control. And that's Keegan behind the curtain, right? Yeah. And we have four folks that manage all those systems across the district and I don't know if either of you want to speak to kind of the current situation. Anyone should take that? I can. Um Timed out. Pull it up.
Switch. Eddie. Uh so, yeah, I can answer that real quick. Um so, our system now, we have two very antiquated systems that I'll try and talk to each other into a one one major system and so that allows Keegan and and the supervisor of the of the mechanical team to kind of monitor that each morning. So, the guys do come in, check each building, see where each building's at, Keegan's done a fantastic job as you can see when he geeks out on his spreadsheets of of managing those windows when we have our Hvac systems
on or off. Uh previously, we had them running a lot longer. So, most of our buildings start up at 6 AM. So, our guy, our guys get there and Keegan gets there at 6 AM. We start looking at all those. Did they come on right? Did they not come on right? And like Caleb was saying, if they don't, we can now look at that system and say, yes, I need to send a guy out here. We need to send a guy out here. If that system is not working and we cannot monitor that, then, we're truly sending guys out there and walk in that school trying to figure out what's on. So, an automated system like this, the the building automation system is key to
our success especially on the aging units that we have on top of our buildings. Yeah, there's there's just this inconsistency again across the district with some of our systems. There are little antiquated and and need some updating. Thank you. Um on these next two boxes, we're going to kind of talk through what we're looking at as far as including in this project scope on the building automation side. Uh it's funding as much BA or building automation system replacements as we can, extending the system to areas that are currently unserved and that
of course will help extend the life of the existing equipment or any new Hvac that's going in and as far as some of the work that Keegan has done to save money, as the system continues to fail, those savings will deteriorate and by kind of updating the system, you're also ensuring that those savings that he's generating will kind of, he'll be able to maintain those and ideally, increase them with more function or a better functioning system. Um and
then a lighting scope, you're looking at interior and exterior lighting, retrofits district wide. As I mentioned earlier, there are improvements still or benefits to the physical learning environment that you get with those lighting retrofits. Uh there's currently a state light or state fluorescent lighting band. So, this gets you in compliance with that ban and as you'll see towards the bottom there and just more good work by Clint and his team. This lighting scope will put the district in a position where you can capture over a million
dollars in financial incentives kind of outside of just the savings of the project. Any questions on the scope? So, this is outside of all of the technical things that we're looking at. We do have a a few upcoming activities a week from Wednesday. Uh we'll be out at Orchard Mesa with some of your students hosting some student engagement events. I think there's 400 or so students that will be getting together with and hosting some activities with and then Thursday June 5th, we have a kind of Schneider
annual day of service and we're having that in Grand Junction this year and that will be happening at East. Um we'd love to see anyone out to either of those events and oh good. I was going to say Lisa with Purchasing is pretty excited to have you guys out. I think this is a big job for them. The book giveaway Um so the extra bodies to do some moving of books is going to be really appreciated. Bring in like a dozen able bodied people and we're bringing dollies and the whole nine. It should be a fun time. Yeah, it'll be good. Thanks for doing that. Um on the
public engagement side, so these obviously aren't just 51 specific at all but two different school districts that I've worked with here in Colorado wanted to find a way to engage the public and kind of tell the good news story about this project and it's most it's deferred maintenance work, right? So, it's not a terf field. It's really easy for the community to see. So, they asked us to kind of take their branding, reimagine it, and build like district-specific branding tied to
the project and to both of these districts, community transparency, and fiscal responsibility were very very important and again, this is a project, at least in both of those school districts instances, improving, improving classrooms, improving learning environments, tackling deferred maintenance, and doing so while also saving millions of dollars in taxpayer funds, those were they just wanted to kind of get that that new story out there. Um so, with District 11, we hosted kind of a green summit. We
involved local businesses, the local utility, a bunch of schools showed up and we kind of talked about the project and how the district leadership was making a good a good decision like from a fiscal responsibility standpoint to move forward with the project that would save all of these dollars and then at Canyon City they actually had a bond they were getting ready to campaign for in about a year and so they brought in teachers, parents, students, even the mayor and we kind of built out this video again. The idea being,
hey, we want the community to know that we're doing here. This cost savings project is a part of that but noone really knows. Everyone just thinks energy. So, let's kind of talk about what this is actually helping us accomplish and let's talk about how this is improving our classroom. So, we haven't quite gotten there. Uh we haven't quite gotten to the place where we're talking about what public engagement would look like here but there will become some opportunities to kind of talk about what this project helps the district accomplish as we get further into understanding the scope and the
saving And I think that's all. Alright. Any questions, Board? Good work. I just want to thank Caleb and his team. Um the master plan gave us that 20, 000foot level of where we're at as a district. Uh Caleb and his team came in and gave us that 10000 foot level so we can really dive into our lighting, our Hvac, all those things that we just needed a deeper dive so we can say, yes, it's this unit or it's this
roof or whatever that is. Um so, we've got that deeper dive now. Thanks to Caleb and his team. Really great compliment. Alongside of some of the other upgrades that we've made such as the Facilitron. Mm hmm. Um software that that we're using to find those efficiencies with our buildings as well. This I think, really, compliments that upgrade so that we don't have Hvac systems running when they don't need to be and and stressing our systems and and and
costing us extra money for those things. It's like turning the lights off when you leave a room. You know, when when everything gets more automated and and can be controlled outside the room. Absolutely. It it gets much more efficient. So, thank you for that. We should see some good savings. And in parallel with the like I said earlier, the Bond Project and not being having to use bond dollars to take care of our lighting. Yeah. Um. Huge. It's it's a big deal. Yeah, that's wonderful. Yup. Thank you. Thank you. Alright. Thanks everybody. Thank you Alright.
Or do you need just a quick break? Okay. Cuz we've been here since four so I think okay. We're going to take just a quick 10 minute 10 minute break. So we'll be right back. Started. So, next up, we have our strategic plan update for with professional learning. So, Jen, go ahead and take. Hello. Yes. It is my pleasure to bring to you this evening your last strategic plan update for the year. We've had one every month. We've gone through the nine, well, not every month. I think we didn't
have one for December and and I don't know if we had one for August but we've had one multiple months and this is our last update on our current strategic and it's on prepared and supported staff, Nikki, typically supports, are prepared and supported staff but embedded in prepared and supported staff is professional learning and so, professional learning is undermined and Jackie's and here is our professional learning staff and
I will be their clicker. Great. Thank you. Um so, the objective of our professional learning priority area in the current strategic plan is D51 educators and leaders engage in professional learning that leads to students mastering the academic standards that supports those academic skills alongside life skills especially those aligned in our graduate profile and also that supports educators in effectively responding to the needs of all groups
of learners. And and Jamie I forgot I wanted every time you guys speak, if you'll introduce yourselves. That would be important. Uh so and so, here are task force members which includes myself. Um I'm Jamie Burnham. I'm the assistant director of Elementary Curriculum Professional Learning and with me I have Sharon Collis. I'm one of the area directors specifically elementary this year. Nikki Johnston, secondary director of professional learning. And Linnea
Holschoff, the coordinator of Culturally and Linguistically Diverse Education. Thank you. Um so, as you know, District 51 is one of only a few school districts in the state of Colorado to have a positive trend in academic outcomes since 2019 or pre-pandemic. And that doesn't happen by accident nor without the commitment of educators working together to establish common goals. high expectations, and shared accountability for each and every student's learning. As we look back
on our progress against professional learning goals over the last three years, the work of teacher teams and what we call communities is something we want to pause and celebrate. Professional learning in D51 includes not just traditional workshops and training sessions but the everyday ongoing collaboration among educators within these learning communities. Support for learning communities is professional learning because it is through this collective effort. Setting shared goals, analyzing
student work, designing responsive instruction, and holding one another accountable that educators deepen their practice and grow their impact. This job embedded model of professional learning ensures that growth is not an event but a way of work. It is how our staff learns with and from one another, directly connected to real needs of students and it is a major driver behind the sustained improvement in our academic outcomes we see today.
D51 has invested in job embedded professional learning, prioritizing support structures that are integrated into the daily work of educators. And Sharon and I will talk a bit about those now. One of the biggest drivers of our progress has been the work of our instructional coaches. Coaches provide personalized on-the-ground support, meeting teachers where they are. Co-planning, modeling lessons, and facilitating professional
learning and learning communities. This day-to-day partnership ensures that professional learning is connected to real classrooms and real student needs. Another critical structure is our early release days. We've dedicated this time to specific learning and collaborative planning, making sure that teams have protected space to deepen their instructional skills, analyze student data, and plan next steps together. It's intentional time that strengthens
both individual and collective practice. We continue to maintain networked improvement communities or NICS made up of each school's instructional leadership team. These groups meet five times per year to engage in continuous learning and prepare the school's instructional leaders to take what they've learned back to their schools and lead initiatives with their own staff. It's a key way we're building
leadership capacity across our system. At every grade level, in every building, we've built strong learning communities. These are teacher-led teams focused on setting shared goals and analyzing student learning together. Learning communities are the heart of our job-emed model. They're where collaboration, accountability, and instructional growth come together every week. Finally, we've strengthened our instructional focus through
on-site visits from Strive Literacy Consultants. These experts work directly alongside teachers and coaches to deepen understanding of evidence-based reading practices and to refine classroom instruction in real time. Their partnership has helped ensured consistency and rigor in kindergarten through fifth grade reading across all of our schools. By aligning this professional learning across all sites, focusing on kindergarten through fifth grade reading
instruction, we achieved notable growth and increased achievement in K through five reading. This progress underscores the impact of a sustained system-wide approach to professional learning. One that ensures that every student benefits from high quality, evidence-based instruction. Justice Elementary educators have sharpened their focus through learning communities, secondary teachers across D 5 one have focused on data-informed instruction as a
foundation of their professional practice. Secondary teams have worked to establish sustainable, enduring, instructional routines that are consistently informed by real-time data. And Nikki's here to tell you a bit more. At the secondary level, one of the major shifts we've seen is the regular analysis of common assessments and student work. Across areas and grade levels, teacher teams are coming together to review real evidence of what students are learning. Not just
relying on intuition or averages. This collaborative analysis allows teams to identify patterns, spot gaps, and celebrate growth all based on authentic student performance. And importantly, this evidence isn't just collected, but it is also used. Secondary teachers are making instructional adjustments in real time based on what they see in the data. Whether reteaching a concept, adjusting pacing, or designing
targeted interventions, our educators are responding directly to the needs of students. This commitment to data-informed instruction ensures that every lesson moves students closer to mastery and is becoming a hallmark of instructional practices across our secondary schools. Although it isn't a bullet on the screen, this year's secondary schools have also started a consulting partnership with Strive. With Strive, schools have worked to identify common and
discrete instructional moves, small, high-leverage strategies that accelerate literacy growth across all content areas, not just in the ELA classroom. These moves include practices such as supporting, academic vocabulary, teaching students how to navigate complex text and building opportunities for structure academic discussion. By focusing on these actionable research-based strategies, secondary teachers are
making literacy, development, everyone's responsibility, and ensuring that students grow as readers, writers, and thinkers no matter what class they're in. As we continue thinking about the future of professional learning in D five one, it's important to highlight a major milestone in our shared work. The launch of our 20 twenty-four teaching and learning framework. At the heart of this framework are these core beliefs. About what high quality teaching and learning should look like for every
student in every classroom across our valley. These beliefs are not just statements. They represent the foundation for how we approach instruction at every level. To Bring these beliefs to life, the framework identifies 4-8 universal instructional practices directly aligned to each belief. These practices serve as clear, actionable road map for teachers, translating big ideas into daily actions that support all learners.
Moving forward, all professional learning in Dfiveone, whether it's coaching, early release days, collaborative team time, or individual goal setting will be aligned to this framework. This ensures that we are all moving in the same direction with a shared understanding of what effective teaching and learning look like. The teaching and learning framework gives us alignment, consistency, and clarity. It honors the work we are, it honors the work already
happening across our schools and helps us all grow toward a unified vision for student success. The practices you see on the screen, things like building strong relationships, creating welcoming environments, and fostering student voice are just a sample of what you'll find in the teaching and learning framework. They lay a common foundation for effective teaching practices and therefore, the growth of our students. These are practices that every educator can implement and many are already doing so in powerful ways. Our framework
gives us a clear path but moving forward, we know we must put more resources, energy, and intention behind this work to truly meet the needs of all students. Another critical area of focus is addressing the unique challenges faced by learners from diverse backgrounds. Significant work remains in reducing barriers particularly for students with IEPs, language learners, and those from lower socioeconomic households. Tackling these challenges is essential to creating more equitable opportunities for all students. While we acknowledge that
important work remains, we are encouraged by the positive trends emerging in our assessment data across various student groups. These improve reflect meaningful progress particularly in student growth among diverse populations. The following slides will highlight these upward trends and showcase areas where we are making a difference. The dark line at fifty represents the median growth percentile which is the benchmark for typical student growth. Additionally, the bars in the chart represent growth data from two thousand twenty-two, 2 thousand
twenty3, and 2000 twenty-four, allowing us to compare performance over these three years. The graph above shows growth for students in grades three through five in CMAS English language arts with promising trends for diverse student groups. Here's another graph that features some encouraging growth in middle school math performance on CMS. While it's challenging to attribute this success to a single factor, I believe that targeted professional development opportunities provided to our middle school educators have played a significant
role in fostering this progress. Finally, here's a high school example that's demonstrates notable growth on PSAT and SAT. We're seeing impressive progress among students who qualify for free and reduced lunch as well as gifted in talented students. However, it's essential that we continue to provide targeted support for students with IEPs and multilingual learners to ensure they experience success and growth in English language arts throughout their high school experience as well. And now
we'd like to look forward. As we plan for the next 5 years, pending the finalization of the new D51 strategic plan, several clear focus areas are already emerging. We will you to prioritize job embedded professional learning, keeping learning close to practice, meaningful, and connected to daily instructional work. We will also ensure instructional walk throughs propel continuous improvement across all schools. Our learning communities will remain a central
structure for collaboration, problem solving, and data analysis. Continuing to elevate and strengthen LCs is key to deepening the culture of collective efficacy we have been building. At the second level. We anticipate implementing implementing a model of early release. Ensuring that teams uses time for focused, impactful collaboration, aligned to student learning needs. Across all of this work, alignment to the teaching and learning framework and our new D51
strategic plan will keep us moving in a shared direction, anchored by a common vision for effective teaching and learning. Thank you. Uh what questions might you have? Order any questions? I think one clarifying question I have when it comes to professional development, we obviously have newer teachers and then teachers who have obviously been doing it for a long time. So, how do you guys accommodate you know, working, doing
professional development for, for like, newer teachers versus well-established teachers 'cuz obviously, a teacher who has 15 years doesn't necessarily need a teacher or the same training as a teacher who is like two years in and so, how do you guys maneuver that? Because I I'm guessing you don't do like a bunch of different classes for a bunch of different people. So, maybe just some clarity for the board on how you guys handle that. Right. We have a pretty strong induction team and so
all of the new teachers get supported by our induction team for their first three years. And it's scaffolded. Their first year is pretty intensive. And then their second year it's a little less. And then by their third year it's mostly voluntary and most of them take it. And so we really try and give our brand new teachers a solid start. Uh when coming into the district. And then after that, is it, is it those
learning communities or the Nix or how does that then start to really, like if I'm a 15-year teacher and I'm, I'm just really trying to like find tune or finesse certain things, like, how do you, how do you help me, like, and I'm not saying there's not anything new that we can't learn, right? I mean, there's always learning that can happen, but how does, how does that show up in I guess in that regard. Does that make sense what I'm asking? It does. Okay. Um I think it starts at the learning community at the school and then we
have district wide learning communities based on content. Uh we also have classes that they can take. PL classes that they can take throughout the year and in summer institute. And so we have lots of opportunities for teachers to improve their strategies. I would say it's our professional Learning model is a a very much a layered learning model. So, yes, we have classes that they can take either through the district or through a university that they can get credit
for. Um so, that adds to their professional learning. Then, we also have our in-service days. Those in-service days add those are required for all of our teachers to take. We have thank you community have had so many new resources that it is new learning for at least one one level, one content, pretty much every year and so that professional learning plan for that new resource is a multi-year approach and we do that at our our in-service time.
Then, we have our next where those there's some shared learning but that's not every teacher in a building. It's a team of teachers with their administrator as their as their leader and they do a lot of shared learning and then they're expected to bring it back to their staff. And then as Nikki was just saying that learning community where they're taking all of that learning, they're looking at data, identifying what the data is telling them, and then, how do they respond from all of the learning that we've been able to provide throughout the
year? That's great. That kind of gives a good overview. Yeah, Jimmy. Oh, I'm just going to add an elementary. Uh we're fortunate to have instructional coaches who can help engage in coaching cycles and meet people like right where they are. So, if you're a first year teacher or you've talked for 15 years. Uh you can have the opportunity to engage with an instructional coach. Great. That's helpful. I've always wondered how he maneuvers from like, yeah, new to more established. So, great. Questions. So, I guess I think
because we're talking about elementary for the most part but when when we have certain divisions such as sped or something like that and they have intricate needs for their teachers and we do have some that are providing services and they've been in that department for let's say, I mean, we'll just say 15 years because that's the number that we've been using. Do we ever take, for instance, like, from them on something that they could be using and then try to implement that and like reach out to external resources
like, do we know what it is specifically that they need or is it just something, like, where do we, how do we choose what it is that we're doing for, you know, these professional developments for them. I I think it's multi multi pieces of information and input that they have to decide and prioritize on what, where, and when. I mean, and I think that's something that John Paul does very well and he's working with his team, his special ed coordinators. So, there's data.
First of all, you can look at IEP compliance. They review so many IEPs throughout the month and that's going to identify compliance wise. What is a topic or an area focus that they need to focus on to ensure. Cuz an IEP is just a representation of the services and supports a student is supposed to be receiving. So, when you identify and you comb through IEPs, you're going to have issues or concerns or opportunities for training. He also meets with Tammy on
a regular basis. Um unfortunately, we are not free from a state complaints or parents that want to file due process but we are certainly working to do that and that provides another data point. We look at data when it comes to behavior or when it comes to what are specialized specialists called for and so those help identify and then yes, asking teachers, what is it that you need, want, or still don't, you know, have
the right training and so, they use all of that data to determine what the training or topics would look like. Thanks, that helps. Yeah. Any Alright. Well, thank you for the update. That was really good. Thank you. Okay and then next up we have a fourth grade social studies curriculum presentation. Hello, board. We have Shawn has, I know that you all have had the opportunity or if you have returned. Yup. One of you have not. Hi, it's me. Okay.
Nobody's. I brought all my stuff. Every every single piece is right there. Um the last time we met, we agreed that we we would bring an alternative to you all for the fourth grade social studies, resource consideration. Um since we've last met, we I have. Um Jackie and I met with ours and Sean was there as well. Our CRGC reviewed the process that the Ursti went through and determine it, determined that we
had a resource that we too would like to share with you. And Shauna's going to talk about that resource right now. And Al, do you want to do it or do you want people? Okay. Alright. Thanks. Alright. Um so, hi, I'm Sean Sims, the K-12 social studies specialist. Um so tonight, I'm going to present a fourth grade social studies resource recommendation. So, the reason for adoption, this narrow and scope are on the screen. Um firstly, starting with the fourth grade year, the study is really unique in the way that it focuses specifically on Colorado.
Many of our students are now also being tested summatively on social studies for CMAS and it's been some time since elementary. Grade level has had an adoption specifically for fourth grade with publications from 1999 and 1979. Um so, on screen at this time are the teachers who meet up our fourth grade social studies Erstie. Uh we've approximately sixty fourth grade teachers across district 5-one. Um and this group represents about 10% of those stakeholders. Um also including a special educator. Um a
resource selection team was slated to begin the evaluation process in October. Um but it took some time to get enough representatives on the team. And so we were happily to pull together this team and we were able to at the end of first semester. Uh we're able to launch in December and conclude by the end of February. Um so, the process of evaluating resources includes a close study of the standards, a high-quality resource is one that helps teachers teach to the standards and then, students master those standards. High-quality resource also engage
students and help them understand the value of what they are learning and why they're learning it. Um OnScreen is the selection team's vision for what fourth grade social studies experiences can be for our students. Also, a high-quality resource will have other strengths as well. It will align with our graduate profile, the instructional approaches outlined in our teaching and learning framework. We also have tools for measuring what students have learned and will leverage technology in ways that extend or enhance the learning experiences. Along with standards, those things are accounted for and a rubric the team uses for iterative rounds of
scoring. So, in this picture, you can see some of that work and what it looked like. Um detailed studying and mapping to make that resource visual and quantifiable. Um there were six resources available for matching the scope of this recommendation for fourth grade social studies. Um the team quickly narrowed their focus down to three. Um here we see those top three resources of high enough quality to go through additional rounds of evaluation. The Colorado story, Discover Colorado, and Exploring Social Studies, Colorado. After final scoring, here's how each of the three resources fared. As a
result of this scoring, Colorado's story was the Ersty's recommendation to CRGC and they're after the board. The board asked to see the comparison scoring and that's what this slide shows. A high-quality resource would have a majority of its marks in the high agreement category. That column on the furthest right. Uh I'm going to take this slide. Uh Jackie Anderson, executive director of Teaching and Learning. So, on the slide before, you saw some data, we'll look at it again on the next slide and I'll reiterate some of what Jen said and update on where we've been since April 1st. April 1st
was the first recommendation and that was of Colorado story that was to the board of the fourth grade Ersty's recommendation. On April 7th and the 15th, the board reviewed and tabled Colorado Story third edition on the twenty-eighth is when CRGC convened to review and evaluate data from the Ersty. So, that was seare see reviewing Erstie's process and voted on whether or not to advance exploring Social Studies Colorado as an alternative resource. Uh they did vote. Uh that was unanimous approval to move forward with that
resource recommendation which is the one in front of you now. And here we are May sixth with that presentation of it. What we're presenting is data from the Ersty and a recommendation drafted here by Sean. Some of that language. Some of the benefits since the Ersty wasn't able to provide that language and CRGC made a to bring it here. Sean provided some of that language. So we'll look at both the data and his recommendation next. Uh Sean also mentioned that high-quality resource would have high marks in the high agreement category and so you see that's true here of exploring social studies,
Colorado. A majority of varsity members marked at high or had found medium strength across the board which is why we found it worthy of going to CRGC. If it, if it hadn't fared that well, we would not have taken it to CRGC. Um so, that was important data to bring to you at this time. The CRGC before I go on wanted to make the recommendation to the board for exploring Social Studies Colorado for a few reasons. One, an appreciation of each group's
process and role. The Erstee in appreciation for the Ersty's work and their original recommendation and appreciation for the role that CRGC plays embedding it in appreciation for the board and the discretion that the board gets to exercise. So, it was out of respect for process. It was a big part of their decision making. Um for the desire to see a resource recommendation be made in a wanting to get resources in teacher's hands and because of the merits of the resource that you are considering tonight which is exploring Social Studies Colorado. You probably saw in your review that
they're very different. The resources that we'd put in front of you. We're not asking you to compare them and to vote between them. We're asking you to vote on the recommendation. So I want to make that clarifying point. Sean, awesome. So, look at some of the affordances of this resource. So, exploring social studies, Colorado's resource are designed to support deep engagement thanks to varied materials, youth primary and secondary source sets, content readers, and inquiry based supports for our students. Um inquiries embedded across all core content, areas of social study, encouraging students to think critically and
deeply about cargo specific content. Um the program offers flexibility. It allows teachers to use readers in a variety of ways which is great. Um content read and primary sources from exploring Colorado can be effectively integrated into our current curriculum with an emphasis on our inquiry-based units and then, the resources aligned with the Colorado Academic Standards and fosters critical thinking and meaningful engagement with Colorado-focused social studies topics. Uh while Clint was presenting, we had plenty of time to
think about our presentation. And so little bit. He didn't even hear it. He's not even here Our guy can't even defend himself at this point. And that was a waste. That was it. We'll make sure he knows. In the back, Shawn said, where did you get this figure? And I said from the quote and he said, I I don't have a quote and I pulled it up. I said, yeah, I pulled it from the quote. Um I pulled it the TCI. Quote, not the TCM
quote. So, company. I actually don't have a figure to present to you. I'm that's my era. I I confuse two quotes. Um so, we were trying to do the math on it and we think that the cost to be somewhere between the price of the other resource in this figure. Yup. So, sorry. Apologize. We'll tell Clint. Yeah. Oh no. Now he who leaves early has yeah. We're not telling him anything. It is recorded. That is all we had for you this
evening. So, if you have any questions we're happy to answer them. Um I think I think you did a great job just of and it has been a a collaboration to make sure that we all feel really good about the resource that gets adopted. So, thank you for and thank please thank your team. I we know it was extra and I I think is worth the extra work. I think I think everybody will be pleased for a long time. I I just
want to share and and thank the board as well that you honored, understood, and honored that there is a process. There's so much that goes on before we come here in front of you and honoring our teacher, our teacher teams, and then honoring CRGC that listen to that identify which grade level or which total level and content area is up next. For mill distribution and so this is a process that is done very
much with our teachers and with our system and not two or four and we follow the standards and our teachers are very in line and in tune to those standards and they pay attention to what it is that teaching and learning that we need to to ensure that we are using and selecting high quality resources and so just wanting honor the the time that Shawn and all of his teachers spent I think Jackie was really wanted to emphasize that. The last time we were
together and I just and I wanted to emphasize then the team that comes together to ensure that a process is taking place and they feel comfortable with the process that has happened to move our resource up or move it forward for recommendation for recommendation for the board's approval. Thank you. Thanks for for really spelling that out for the community. Um. It's it is it's important. Yeah, I think there was some misunderstandings that because the board questioned the resource that we questioned the
process and that we questioned the committee and that was not the intent of the board. Um we we trust the process and we and we trust and we and we trust the teachers on the committee is but it is ultimately the board to kind of look at it through a different lens and to be able to to bring some quest to it and and that that was that was not to criticize you know the the teachers or the committee or you all in any way,
shape, or form. Um it's just to be able to bring a different light to to the process And so the way I see it is we're all a team. And we just we just have different perspectives. And and all we asked for was you know can we could you look at a different resource which you all very, you know, we know you guys look at a lot of stuff and and and we know that no resource will ever be perfect. I mean, you know, publishers, you know, there's lots of em out there.
They they do a lot of different things and so, I I think there was some miss some misunderstandings with our community thinking that the board somehow didn't appreciate the work that you all had done and if that ever came across, I apologize because that was not my intent as a board member when when we were at least questioning or at least the concerns that were brought forth because that was it was not questioning what you were looking at. It was really
questioning what the publisher had itself put into the book. It wasn't it wasn't your discretion. So, this resource to having two good resources. It wasn't like we didn't have. So, when in when in a close second place position. So, it it wasn't night and day differences but I think I think the difference. The TCM resource is phenomenal Um sure, are there still some things in there that I, you know, I'm kind of like, you know, this is, you know, there's a
little slant on it. Sure, I mean, again, you're still going to get some of that stuff that comes through the publishing companies, but the, I felt like overall, the resource just in general, was a lot more age appropriate, in a way that I think kids could assimilate it, to the point that there was even, let's just go back to the activism piece that there was one Corky Gonzales that I felt was even more appropriate because one, he's a Coloradan that I
felt like was more appropriate and and then it was actually even phrased in a way that I think a fourth grader could understand it and so, again, if you want to compare apples to apples, I felt like the resource encapsulate encapsulated that excuse me in a in a much better way. So, Um again, I I just I think the TCM one is was really good. So, so thank you for for doing that and I think the resources really. Equally as important. Your team thought it was very good as well. Yeah. So, so thank you for also listening to
the board and like I said, if it came across that it was anything other than us just looking at it through the lens that we were supposed to as a board, it wasn't meant to be that way. So, thank you. Alright, any other Okay, see that? My throat's getting dry. So, alright. Good job. Thank you. Okay. Thank you. Okay, nothing more on that one. Okay, so now we are moving into our business meeting. So, okay. Do we actually have the early release calendar tonight? For the business meeting?
Okay, I'm just wanting to make sure. Still doing, yes. Okay. And and I don't have a presentation for that. It's I I if there are any other questions that you might have regarding and can I shut this now because there's nobody on there, correct? It open. Okay. Okay. Gotcha. Last time I cut the whole world. So, I guess as okay. So, we we'll just make a a motion. We'll make the motion second that we can have discussion. So, so now, we're moving into the business
meeting. So, first up, we have our early release calendar. So, do have a motion to approve the early release calendar which you board, you do have a, there's a copy motion to approve the early release calendar. Second. Alright and discussion So, I'm guessing because we have it on our agenda that we did get all of the. Yeah. All the things worked out. Okay. Thank you. That's. Okay. So, we did get every. All the things. Okay, thank you. So, any other discussion
board? Okay. Alright. We'll move forward. We can go ahead and take the vote. Mister Chavez. Approved. Missus Evanson. Yes. Missus Heitz. Yes. Mister Jones. Yes. Miss Lima. Yes. Okay I get, I don't know if I should have clarified that. It's for secondary but we'll, I guess, everybody will understand what that is. So, alright. So, that passes five oh. Alright, next up we have our administrative personnel action. Um so, this is for our Chatfield Elementary School
principal. So, do I have a motion to approve this administrative hire? Motion to approve the administrative hire. Second. Okay. No discussion. Okay. We can take the vote. Mister Chavez. Approved. Missus Evanson. Yes. Missus Heitz. Yes. Mister Jones. Yes. Miss Lima. Yes. Alright. Is Doctor Hill still on? Or no? Yeah. And yeah, thanks for that. I I just really excited for
Doctor Huddle. Um you can see in the packet her background but she's had experience throughout the district and mainly working in Title One Schools and and so we're excited for her to be able to continue supporting Chatfield Elementary and the success that they've had there and you know, this is and area of town that she she lives in and she's excited to serve and she's done a great job at Rimrock as well. So, we're we're happy for the work that she's done there and so, we're
excited for her to be at Chatfield and and we are hosting the rimrock position where we may have already and so we'll find a great principle for that school as well. So, we're excited for Dr. Ottawa. Awesome. Alright. Well, we're excited to have her there. So, thank you. I know you always like to be able to say a little something after we vote on it. So, alright. Glad you were still on. So, hope you make it home tonight. Sorry. I think I think I think I'm actually going to get the board in like five or 10 minutes. That's fair. Okay. Well,
great. Well, we are almost done. So, things. Alright Um okay, board any any open board discussion? Um just congratulations to all the graduating seniors next week and for a week of graduations and Doctor Hill did a great job of coaching the basketball game for us against Galobetrotters. Um I'm going to officially retire with a triple single and will not be playing in another one because I was sore for days but it was a great time, great great organizations putting those
fundraisers on. So, got to meet the Globetrotters, hang out with those guys, play a little basketball, and Doctor Hill got the coach and a couple seconds and but other than that, it was a good time so. Awesome pictures. That's great. It's good. Yeah, as soon as they said, play your coach, I just honed in on the coach park and didn't really play. There you go. Hey, good, good call. Yeah, we alluded earlier that we went to the Special Olympics this morning. Um got to help kick that off. You you stayed all day, right? Yeah. Yup. Um so. I was a starter at the at the running start line all day. That was
fun. So, alright and yeah, next is our, we just graduation week. So, we go our a week so. Every day. It's a lot. So. And we also had keys this week also. Oh, yeah. Performance. The key performance. Yeah, the key PPP. And to listen to those Those are great. Young students speak and and see how far they have came along to graduate. It's totally amazing. They are inspirational individuals. Yeah. Yeah. Those are wish I could've stayed all day. Continue to move on.
It is incredibly inspirational. Yeah. Yeah. Very impressive. Yeah. Those are awesome. Alright. So, sorry, anything else, Board? Okay. So, next up, so we have our meetings coming up. Um so, May 17th, we have our board coffee with the community. So, that's nine to 11. Um so, that is input for we have three charter schools that have applied to the district. So, we are required to have community meetings. So, that meeting will be
and the Harry Butler boardroom. So, that will be that Saturday from nine to 11 for community input on those charters. Um and then, May 20th, we have our next board business meeting. There's also public comment at the board business meeting. So, obviously, public comment can also be given which it will be in three-minute increments. Uh the community meetings will just be more of a dialogue between the board and the community at the coffees. It'll be pretty much just
like a bored coffee as well. So, and anything else? Are we going to wait until the twentieth to vote on curriculum or we going to try to have a special session? Oh, yeah. Um Board, do you, I know it would probably help we could do a virtual yeah. Yeah. Yeah. We could do a virtual meeting How much time do we need? I don't know. I mean, I don't, I'm good. I'm returning my, my resource and
I'm good to go. What? Does anybody need any time or can we get this scheduled right away so that they can. No. Yeah. So, well, next, so Rate, if we try to do every evening next week is a graduation. So, like I'm saying, what's wrong with tomorrow night? Right. Right. Right. I know. If a word is double booked. We're going to so either we try to do a virtual meeting by the end of this week. Thursday. Cuz that's we can put place it tomorrow for twenty-four hours. They have
negotiations Thursday night. We could do a. Time does negotiations start, Amy. Five. We could do a four. Four. Yeah. I mean it it'd be a quick vote. We could do a yeah, we could do a four or 4 30. Four interfere with negotiations? No. That's what we can do for. No, because we'll just do it. We'll just do it virtual. It'll only take about 5 minutes. For 4 o'clock Thursday virtual. Is that you good? Yep. Would that work?
Yep. Okay. Let's just plan a special meeting. Four o'clock Thursday for the vote on the fourth grade curriculum. Doctor Hill, you good with that? That sounds great. Okay, perfect. Thank you. Alright. Plan on that. Safe travels. Hope you get home. Alright. Alright. Thank you. Do you have a motion to adjourn? Motion to adjourn. Okay. Thank you, Director Jones. Thank you everybody. Stay dry, I guess, right? Is it still raining